5^'- 



l:-'\ 



^ 



LIBRARY OF CONGRESS. 



Chap. l_-B)0-Ko 
Shelf ^ ,f\JSK 

prfKvtep by \'^(^3 



UNITED STATES OF AMERICA. 



THE 



TEACHER'S ASSISTANT, 



lints aiiij fflttljflbs 

lo^ — 

IN SCHOOL DISCIPLINE AND INSTRUCTION; 



A SEEIES OF FAJIILIAR LETTERS TO ONE ENTERING 
UPON THE TEACHERS WORK. 



/ 



By CHARLES NORTIIEND, A.M., 

AUTHOR OF " THE TEjVCHER AND PARENT," ETC. 



BOSTON: 

CROSBY ANDNICHOLS 

117 Washington S t k e k t . 

1863. 



LBlOlS 

|9fc3 



1'W27 



• Entered according to Act of Congress, in the year 1859, by 
CROSBY, NICHOLS, & CO., 
in the Clerk's Office of the District Court of the District of Massachusetts 




University Press, Cambridge : 
Electrotyped and Printed by Welch, Bigelow, & Co. 



TO THE 

Hon. JOHN D. PHH^BRICK, 

LATE SUPERINTENDENT OF COMMON SCHOOLS IN CONNECTICUT, 
NOW SUPERINTENDENT OF THE PUBLIC SCHOOLS OF BOSTON, 

THIS VOLUME 

IS AFFECTIONATELY DEDICATED, 

A3 A MEMENTO OF MANY FRIENDLY HINTS AND KINDLY AIDS, 
RECEIVED DURING NEARLY A SCORE OF YEARS, 

BY HIS FELLOW-LABORER AND FRIEND, 



PREFACE. 



This volume owes its existence, in part at least, 
to a request from a friend of the author to furnish 
advice and hints on one or two points connected 
with teaching. In complying with tlie request, it 
occurred to the writer that a series ■ of familiar 
letters in reference to school duties and school 
exercises might prove beneficial to many. The 
idea has resulted in the preparation of this book, 
which is presented to the public, and particularly 
to teachers, with the hope that it may prove both 
acceptable and useful. The several letters have 
been written with special regard to the wants and 
wishes of those whose experience has been quite 
limited and brief. They embody such views and 
contain such suggestions as a long and varied ex- 
perience in teaching has commended to the author 
as valuable. 

It is not oifcred as a perfect guide to teaching, — 
nor as a work whose hints and methods may be 
\* 



VI PREFACE. 

adopted under all circumstances, — for no teacher 
should be a servile imitator or an exact copyist. It 
is hoped, however, that as a suggestive work it may 
accomplish somewhat fpr the class for whom it is 
prepared ; and if it shall tend to awaken in the 
mind of any teacher more exalted views of his 
calling, or impart more correct ideas of scliool man- 
agement and school instruction, it will not have 
been written in vain. 

Such as it is, the author commends it to ♦the 
kindly consideration of teachers, assuring them that 
his heart is in full sympathy with them in their 
efforts to discipline and instruct the youth intrusted 
to their charge. Engaged in a noble work, may 
they earnestly and constantly seek for higher and 
better qualifications, so that they may prove honor- 
able and honored members of a profession of no 
mean importance. 

New Bkitain, Ct., June, 1859. 



CONTENTS. 



LETTER I. 

PAGE 
THE teacher's VOCATION 9 

LETTER II. 

PATIENCE. — EXEMPLARY CHARACTER AND DEPORTMENT . . 14 

LETTER III. 

CHEERFULNESS. — LOVE FOR THE WORK, ETC 21 

LETTER IV. 

MEANS OF PROFESSIONAL IMPROVEMENT 31 

L E T T E R V. 

SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT . . . .42 

LETTER VI. 

PARENTAL CO-OPERATION 67 

LETTER VII. 

MORAL INSTRUCTION 72 

LETTER VIII. 

ORAL TEACHING 87 

LETTER IX. 

RECITATIONS 93 

LETTER X. * 

OBJECT LESSONS 107 

LETTER XI. 

READING 130 

LETTER XII. 

SPELLING 152 



via CONTENTS. 

LETTER XIII. 

PENMANSHIP 170 

LETTER XIV. 

GRAMMAR 181 

LETTER XV. 

COMPOSITION 196 

LETTER XVI. 

GEOGRAPHY 212 

LETTER XVII. 

ARITHMETIC 235 

LETTER XVIII. 

BOOK-KEEPING. — PHYSIOLOGY. — DRAWING. — HISTORY, ETC. . 252 

LETTER XIX. 

DECLAMATION. — STUDY OF NATURE AND OF WORDS, ETC. . 273 

LETTER XX. 

PRIMARY SCHOOLS 288 

LETTER XXI. 

HABITS 302 

LETTER XXII. 

SCHOOL EXAMINATIONS AND EXHIBITIONS 308 



APPENDIX. 

MANUAL OF SCHOOL DUTIES 319 

RULES FOR TEACHERS 324 

QUESTIONS FOR SELF-EXAMINATION 326 

RULES FOR SCHOLARS 329 

RULES AND REGULATIONS APPLYING TO TEACHERS AND PUPILS 331 

BOOKS FOR TEACHERS 334 

BOOKS FOR SCHOOL LIBRARIES 341 

RULES AND REGULATIONS FOR SCHOOL LIBRARIES . . . 347 

APPARATUS, SCHOOL MOTTOES, RECORDS, ETC 349 



LETTER I. 

THE TEACHER'S VOCATION. 

My dear Friend: — 

1 AM glad to learn that you havo decided to de- 
vote yourself to the business of teaching ; — glad 
because it is a noble work, and still more glad 
because I feel that you possess many traits which 
tend to fit you for your chosen calling. You ask 
me for advice on several points, — assuring me that 
you wish, in every possible way, to increase your 
qualifications. The very fact that you are desirous 
of learning what you can in relation to your duties, 
is one of the surest indications that you will succeed 
in their performance. It is a lamentable fact, that 
many persons engage in teaching Avithout any just 
sense of its importance, — without any natural or 
acquired fitness for the duties to be performed,* and 
without the least desire to become more enlightened. 
It has been from such persons tliat the teacher's pro- 
fession, and the community, have long and greatly 
suffered. 

It will afford me sincere pleasure if I can be in 
any degree instrumental in awakening any new 



10 THE teacher's assistant. 

The Nature of the Work. 

ideas in your own mind, or in suggesting, as the 
result of my own experience and observation, any 
hints or plans that may be serviceable to you. In 
my own plain way, I will endeavor to comply with 
your Avishes. 

At the very outset, let me urge you well to con- 
sider the nature and importance of your contem- 
plated mission. Without a true understanding of 
the work to be performed, it would be in vain to 
expect any very favorable results. Some seem to 
imagine that to " teach school " is merely to spend 
six hours daily, for six days in the week, in asking 
questions, hearing answers, and preserving a tol- 
erable degree of stillness in the school-room. No 
very special results are thought of, no very desirable 
ones are realized. A certain formal round of daily 
duties is performed in a very formal and heartless 
manner. But with you, 1 am quite sure, it will be 
different. I am confident that you wish to know 
your duty, and also to perform it. The faithful 
teacher's work is a glorious one, both in its nature 
and in its resiilts. We admire the skill of tlie art- 
ist, who causes the inanimate canvas to exhibit life- 
like expressions ; — and the sculptor who, from the 
sliapeless and lifeless stone, succeeds in producing 
tlic image and semblance of the human form and 
features, is deemed worthy of higii honors and re- 
wards. And this is well: we would not have it 
otherwise. But while we are ready and willing to 
accord to these the ricli meeds of praise, avc would 
not be unmindful of him who moulds and develops 



THE teacher's VOCATION. 11 

Dr. Channing's Views. 

the living mind, — and to the faithful and successful 
teacher we would give the highest rank and the truest 
and most lasting honors. 

To the instructor is committed the tender and 
impressible mind of cluldhood. It is his to mould 
and instruct ; to fill with true and useful knowledge ; 
to illumine with the light of science ; to purify and 
ennoble with the full rays of moral truth ; to fortify 
against the errors and the evils which will assail it ; 
to fashion and discipline for wise, virtuous, and 
useful action, so that he may be made to " honor 
and glorify " his Creator. To take the child of 
to-day, in all his ignorance, weakness, and depend- 
ence, exposed to evil influences and temptations on 
every hand, and lead him on through the devious 
and dangerous paths of childhood and youth, and 
finally place him upon the battle-field of life a true- 
hearted and intelligent being, richly furnished with 
those- traits and qualities which will nerve and 
strengthen him to " act well his part in life," — to 
do all this is the high privilege and duty of the 
teacher ; and is it not a noljle and godlike work ? 

The lamented Dr. Channing thus expressed his 
views of the teacher's work : " There is no office 
higher than that of a teacher of youth, for there is 
nothing on earth so i)recious as the mind, soul, and 
character of the child. No office should be regarded 
with greater respect. The first minds in a commu- 
nity should be encouraged to assume it. Parents 
should do all but impoverish themselves to induce 
such to become the guardians of their children. 



12 THE teacher's ASSISTANT. 

Jupiter crowns the Teacher. 

They should never have the least anxiety to accu- 
mulate property for their children, provided they can 
place them under influences which will awaken their 
faculties, inspire them with higher principles, and 
jfit them to bear a manly, useful, and honorable part 
in the world. No language can express the folly of 
that economy, which, to leave a fortune to a child, 
starves his intellect and impoverishes his heart." 

It is said that, when " Jupiter offered the prize of 
immortality to him who was most useful to man- 
kind, the court of Olympus was crowded with com- 
petitors. The warrior boasted of his patriotism, but 
Jupiter thundered ; the rich man boasted of his 
munificence, and Jupiter showed him a widow's 
mite ; the pontiff held up the keys of heaven, and 
Jupiter pushed the doors wide open ; the painter 
boasted of his power to give life to inanimate canvas, 
and Jupiter breathed aloud in derision ; the orator 
boasted of his power to sway a nation with his voice, 
and Jupiter marshalled the obedient hosts of heaven 
with a nod ; the poet spoke of his power to move 
even the gods by praise, Jupiter blushed ; the mu- 
sician claimed to practice the only human science 
that had been transported to heaven, Jupiter hesi- 
tated ; when, seeing a venerable man looking with 
intense interest upon the group of competitors, but 
presenting no claim, — ' What art thou ? ' said the 
benignant monarch. ' Only a spectator,' said the 
gray-headed sage ; — 'all these were once my pu- 
pils.' ' Crown him ! crown him ! ' said Jupiter ; 
' crown the faithful Teacher with immortality, and 
make room for him at my right hand." " 



THE teacher's vocation. 13 

Object of Education. 

Some one has well said, " The real object of edu- 
cation is to give children resources that will endure 
as long as life endures ; habits that time will ame- 
liorate, not destroy ; occupations that will render 
sickness tolerable, solitude pleasant, age venerable, 
life more dignified and useful, and death less terri- 
ble." Let this not be forgotten, but let it be your 
daily aim and effort to impress upon the minds of 
your pupils a true appreciation of the object of life. 
Teach them by precept and by example how to 'live, 
so that they may wisely act their parts in this life, 
and by a timely and faithful performance of present 
duties, be constantly and surely ripening for a higher 
and nobler existence when time shall be no more. 

I might enlarge upon the magnitude and impor- 
tance of the teacher's mission, but it may not be 
necessary. You have, I doubt not, well considered 
the subject ; or if you have not already done so, 
I beg. that you will, for unskilled or rude hands 
should never touch '" the strings of that harp whose 
vibrations are felt in eternity." 

In my next letter I will call your attention to 
some of the more prominent characteristics essential 
to the truly successful teacher, without which the 
highest literary talent and culture will prove of but 
little worth. With the earnest and sincere hope 
tliat you will prayerfully ponder the nature of the 
responsibilities you are about to assume, I remain, 
as ever, 

Your sincere friend, 

C. 

2 



LETTER II. 

PATIENCE. — EXEMPLARY CHARACTER AND 
DEPORTMENT. 

My dear Friend : — 

In my last I promised to write in relation to some 
of the characteristics essential to insure success on 
the part of the teacher. You evidently wish to 
know what you shall be, as well as ivhat and how 
you shall dSf in your chosen work. I need not 
speak of the necessity of accurate and varied liter- 
ary attainments. It would be absurd for any one to 
undertake to teach that which he does not himself 
understand. A thorough and exact comprehension 
of all the branches to be taught is of the utmost im- 
portance ; and if an extensive stock of miscellaneous 
knowledge can be added to this, so much the better. 
As is the fountain, so will be the streams flowing 
therefrom. "Without dwelling upon this point, I 
will proceed to designate some of the traits which 
you should carefully and earnestly cultivate. 

Patience. — If there is any work that calls loudly 
and constantly for the exercise of patience, it is that 
of the teacher. His labors are arduous under the 



PATIENCE. 15 



Professor Huntington. 



most favoring and favorable circumstances. The 
good seed sown in the school-room during the day- 
may be rooted up by other hands in the evening, 
and, more than this, tares may be sown instead. 
Pay after day will you, my friend, be called upon to 
undo and do over ; and at times your very soul will 
almost sink within you, and exhausted Patience lie 
ready to take her flight. But let her depart not. 
In the expressive words of another,* " Lift up your 
eyes to the fields ; they are white already to harvest. 
With the blessing of Pro\adence go to the field of 
your slow, patient work. That slowness of the re- 
sult may be the bitterest element in the discipline. 

' To-morrow ! and to-mon-ow ! and to-morrow ! 
Creeps in this petty pace from day to day. 
To the last syllable of recorded time.' 

Be content to wait for Him with whom ages are 
days J and in due season ye shall reap if ye faint not. 
Go out with faith, with supplication. Ye shall 
come again in the jubilee and sabbath of the res- 
urrection, rejoicing." 

You have an earnest desire to improve, to become 
a successful and accomplished teacher. This is 
well. Without such desire you would be an un- 
worthy member of your chosen profession. Tlie 
great thing is to have your desire controlled and 
modified by existing circumstances. You wish to 
have your pupils advance rapidly, — to excel. In 
your haste to have them do so, be not guilty of 



* Professor Huntington. 



16 THE teacher's ASSISTANT. 

Anecdote of an Irish Lad. 

overtasking them, or of losing your patience. Do 
not forget that children often arrive at results by 
slow and tedious processes. Refer to your own 
experience. It has been only by many long years 
of patient effort that you have gained a mastery of 
the subjects you undertake to teach. To you they 
are now perfectly familiar, but remember that this 
familiarity was not gained in a day. It was only 
by long-continued effort that you acquired your 
present stock of knowledge. As you consider this, 
you will learn to be patient with the little ones, even 
when they seem to be intolerably dull and stupid. 
Be very careful to discriminate between what may 
be called dulness and that which is really nothing 
but heedlessness. Never censure a pupil for failing, 
for the fiftieth time, to comprehend a principle, if 
you are sure he is doing as well as he can. Some 
minds are exceedingly sluggish in their movements, 
— some natiirally so, and others by mere habit. 
The former should be dealt with in the most kindly 
and alluring manner, while a degree of sharpness 
may not only be allowable, but desirable, towards 
the latter. I have somewhere seen an anecdote 
illustrating my point in part. A certain teacher 
had among her pupils a little Irisli lad. She was 
endeavoring to teach him the letters of the alphabet ; 
but, though an honest boy, he seemed to learn very 
slowly. After much patient effort, she succeeded in 
making him acquainted with all the letters but p 
and q. The little fellow could not comprehend 
these, and, time and again, confounded the two. In 



EXEMPLARY CHARACTER AND DKrORTMENT. 17 

Nature's Teachings. 

an unguarded moment, after he had repeatedly mis- 
called the letters, the teacher shook him, somewhat 
passionately, and said, in tones of censure, " Pat- 
rick, will you never learn your letters ? " With 
most imploring »looks and words, — such as that 
teacher will never forget, — he said, "P/ase, ma'am, 
if you will say them a little asier lUl thry.''^ Can 
you not learn a lesson from this ? For wilful or 
heedless inattention, it may be right to reprove se- 
verely ; but never for natural dulness. 

Every hour of almost every day will your patience 
be taxed, and sometimes, seemingly, beyond the 
power of endurance. But be not overcome. Let 
patience have her perfect work, and be not guilty of 
word, feeling, or act that will need to be repented 
of. Recollect that young minds develop slowly, 
and ever be willing to follow nature's teachings, — 
" First the blade, then the ear, after that the full 
corn in the ear." 

EXEMPLAEY ChARA"CTER AND DEPORTMENT. — To 

one whose demeanor and habits are so correct as I 
know yours to be, it may seem out of place to say a 
word under this head. And yet, if possible, I would 
have you feel still more strongly the extent and 
force of example in teaching. No one can exist in 
and for himself alone. Parts of a mighty whole, 
each individual contributes to its general character 
and condition, and no individual part can deviate or 
become remiss without causing the whole to suffer. 
You know how prone the young are to be affected 

2* 



18 THE teacher's ASSISTANT. 

Force of Example. 

by tlie habits and views of their parents ; and though 
the effect of good and faithful parental instruction 
and example may, for a time, appear lost or ineffi- 
cacious, yet it is as sure to become visible and force- 
ful, at some future time, as good* seed, seasonably 
and properly sown, is sure to germinate and bear 
fruit, it may be an hundred-fold. And if a parent's 
influence is so great, it must be admitted that the 
teacher, who for so large a portion of time stands 
" in the place of parents " for a whole neighbor- 
hood, must exert a power, for good or ill, which is 
truly immense. Do not, my dear friend, forget that 
you are daily surrounded by young and tender 
minds, whose very being is intimately connected 
with yours. A hasty word or act, an unkind look, 
a slight deviation from the true path of duty, an 
improper or careless expression, or any kind or de- 
gree of unfaithfulness, on your part, may be instru- 
mental of never-ending consequences, even 

" As a pebble in the streamlet scant 

Has turned the course of many a river, — 
A dew-drop on the infant plant 

Has warped the giant oak for ever." 

As you enter the school-room, ever bear in mind 
that the eyes of your pupils are upoii you to notice 
every movement, — their ears open to catch every 
tone of your voice. They spend more of their time, 
daily, under your immediate influence and discipline, 
than they do under the immediate care and observa- 
tion of their parents. To a great extent you will 
be their exemplar. Earnestly strive to be a worthy 



EXEMPLARY CIIARACTKR AXD DEPORTMENT. 19 

Anecdotes. 

one. Let q^l your movements, expressions of coun- 
tenance, tones of voice, your entire bearing, be such 
as they may safely imitate. What you are, sucli, 
in a good degree, they will become. If you arc 
fretful, unkind, impatient, they will partake of the 
same spirit. Said a little girl, " Mother, I try to 
love my teacher, but she gets angry in school and 
speaks unpleasantly, and then I find it very hard to 
love her. Is il^ right to get angry, mother ? " How 
natural, and yet how significant. If teachers could 
only be unseen listeners to the conversation of a 
group of their young pupils, how many useful les- 
sons might they learn ! 

As your pupils return to their several homes at 
night, you will not be forgotten. At the tea-table 
or by the fireside, (must I say stove-side ?) your 
sayings and doings will form prominent topics for 
discussion ; and the happiness of the little ones 
will be increased or diminished just in proportion to 
your fidelity and kindness, or to your deficiencies. 
" I love to go to school, now," said little Gene^Ta, 
" for my new teacher is so kind and so pleasant that 
she makes me feel happy. She is not cross, as my 
other teacher was, but she always tries to help me. 
I love her dearly, and I mean to do all I can to 
please her." These words were uttered to Mary, 
who attended another school having a very diiferent 
teacher. As she heard the remarks, she looked sad, 
and said, " I wish I could go to your school, for my 
teacher is hardly ever pleasant to us, and she never 
speaks kind words, and there 's no use in trying to 
please her." 



20 THE TEACHEK'S ASSISTANT. 

A summing up. 

Do not forget, my friend, that your pivpils are but 
children. Some of them may possess many unlove- 
ly and unlovable traits, but most of them possess 
loving and confiding hearts. They may have been 
mismanaged, neglected, or even aliused, at home, 
and their uninviting traits may result from such 
wrong treatment. Win them to you liy kindly 
words ; bind them to you by kindly acts, and then 
you may control and guide them at will. You will 
often find generous hearts and noble impulses in the 
breasts of those whose exterior is coarse and unat- 
tractive. Let your own example be correct, and it 
will be potent for good. I would thus sum up my 
advice under this head : Speak as you would have 
your pupils speak; appear as you ivould have them 
appear ; act as you would have them act ; he what 
you would have them he. 

Your sincere friend, 

C. 



LETTER III. 

CHEEEFULNESS. — LOVE FOR THE WORK. — INDI- 
VIDUALITY. — ACCOUNTABILITY. 

Mt dear Friexd : — 

I DO not propose to write at length of the peveral 
characteristics essential to give success to the teach- 
er. The model teacher should possess, in an emi- 
nent degree, every good trait, and exercise every 
virtue. You say you cannot hope to become a 
model teacher ; but you certainly must hope to be- 
come a successful one. You should, then, aim to 
become just what we claim for the model teacher. 
Place your mark high, have it right, and constantly 
strive to reacli it. I shall in tliis letter speak of 
other qualities, which I consider as peculiarly im- 
portant, on account of their direct bearing upon 
your pupils ; though they are all implied in the 
" summing up " of my last letter. 

Cheerfulness. — This is all-important. Your 
school is a miniature world ; you are the controlling 
power, and your pupils are the subjects. Let them 
see that you desire nothing so much as to do them 
good, and if you really possess this desire, it will 



22 THE teacher's assistant. 



The Contrast. 



make you happy and cheerful. As your pupils as- 
seml)le in the school-room, greet them with the light 
of a cheerful countenance. You are really the sun of 
the little community, and you should let no clouds 
come between you and them, unless such as may be 
caused by their follies or indiscretions. It was my 
lot /or a short time to be a pupil in a school whose 
teacher was one of those morose, uncongenial, ca- 
pricious spirits, which cast a shadow on all around 
them. Nothing pleased her ; nothing that we, her 
pupils, could do would cause her to assume a cheer- 
ful look ; she never smiled, but often scowled ; she 
never spoke pleasantly to us, but always in tones of 
-censure and petulance. We lost all respect for her ; 
or, rather, we never gained any ; and our chief de- 
"light was in annoying her, that we might see the 
clouds thicken upon her brow. Our associations 
connected with that school are all sad and unpleas- 
ant. My next experience was under a teacher 
whose cheerfulness was prominent and constant. 
She loved her pupils, and they loved her, and it was 
their highest wish to merit her approval, to gain 
her smiles. To me the school-room was pleasant, 
and to this day all my memories of the school and 
teacher are pleasant, and ever will be. As you hope 
to succeed, let me urge you studiously and con- 
stantly to cultivate a spirit of genial cheerfulness. 
It will be promotive both of health and happi- 
ness ; it will also greatly increase your influence 
and usefulness. ^''As is the teacher, so will be 
the school.^^ • 



LOVE FOR THE WORK. 23 

The True View. 

Love for the Work. — I should have placed this 
as the very first requisite for a successful teacher. 
One may saw wood, and do it well, and yet have 
no love for the work. The same may he true of 
many kinds of labor ; but it is not true of teach- 
ing. A person cannot, in the highest, best, and 
broadest sense, become a successful teacher, unless 
he possesses a love for the business, and feels a true 
and lively interest in the welfare of those under his 
care. He may perform a certain daily routine of 
duties, but they will lack vigor and efficiency, and 
the results will not be what they should be. I 
would say to you, my friend, at the very outset, 
that, if you have no taste for the work before you, 
do not engage in it ; it will prove anything but 
pleasant work. I have sometimes heard teachei% 
say that they hated the very name of school ; and I 
have always thought that such must prove hateful 
teachers. I know you too well to anticipate any 
such feelings on your part. I know you view the 
whole subject in a true light, and that you have a 
heart alive to the business in which you are to en- 
gage. You may, and doul)tlcss you will, have days 
when school, and all its exercises, will appear bur- 
densome ; and at times you may almost despond. 
Ill-health, impure atmosphere, or over-work, may 
so affect your nervous system as to cause you to l)e 
unfit for any work. But this will only be an ex- 
ception to your general feeling ; and whenever you 
do thus feel, study carefully to repress sadness, and 
still wear the genial countenance. If possible, never 
yield to feelings of despondency. 



24 THE teacher's assistant. 

Enthusiasm. — Individuality. 

■- -^ — 

A true and sincere love for your vocation will 
enkindle within you that spirit t)f earnest and well- 
directed enthusiasm which will tend to give point 
and success to your efforts. By enthusiasm I would 
not be misunderstood. I do not mean that reckless 
zeal which is not according to knowledge, nor that 
over-active feeling which leads to over-doing a work, 
and ww-doing the workman ; but by it I mean an 
earnest and devoted application to the accomplish- 
ment of a work, — the combined result of a just ap- 
preciation of its importance, and a determined will 
to perform it in the most prompt and efficient man- 
ner, — a zeal tempered by prudence and modified 
l)y knowledge. With such an enthusiasm you will 
not only be sure to succeed in your own efforts, but 
5^ou will also awaken an interest and secure a cheer- 
ful co-operation on the part of your pupils and their 
parents ; and without such interest and aid, you will 
fail to accomplish all that you may desire, and all 
that you ought to accomplish. 

Individuality. — No two persons are precisely 
alike in their views or actions. There may be many 
points of close resemblance, but there will be shades 
of difference more or less striking. While you 
should ever be watchful to learn from others, you 
should never seek to attain results in precisely the 
same way that you have seen them seoured l)y 
others. The first point with you should be to 
know fully and clearly what you wish to gain ; and 
the second is to use all suita))lc appliances for l]io 



INDIVIDUALITY. 25 



Anecdote. 



accomplishment of the end in view, — only using 
them in your own way. You may receive hints 
and suggestions which you may safely and profitably 
incorporate into your own stock of knowledge, and 
modify by your own peculiar views. Have a way 
of your own, only be sure that it is a good way. 
Study to- improve upon others, and be sure to im- 
prove upon yourself day by day. Some teachers 
are perfectly content to walk in a beaten track. 
For them it is sufficient to know that their teacher 
" did or said so and so." They are willing to fol- 
low in the old paths, without even admitting that 
better ones may be found, or old ones improved. 
They resemble the man who could not be induced 
to do anything differently from what he had seen 
his father do it before him. The father had uni- 
formly been to the mill over a very hilly and cir- 
cnitous road ; simply, perhaps, because it was the 
only one open. After his death a new road was 
made, whereby half the distance was saved, and the 
hills were avoided. But the son could never be in- 
duced to travel the new road, and when urged for a 
reason, he said, " My father always went the old 
road, and I shall do the same, for I know it is the 
best." This was an excess of regard for parental 
example ; and even the old sire, if he could return 
to earth, would probably laugh at the son's stupid- 
ity. But no less blind and stupid are some teachers. 
They tread in beaten tracks, without seeking for 
better ones, or without walking in them if they see 
them. Be not, my friend, a stereoty|jed teacher. 



26 THE teacher's assistant. 

Accountability. 

Old methods may be greatly improved ; new and 
better ones may be devised. If you would make 
your school interesting, be constantly seeking for 
new modes for illustrating principles and interesting 
your pupils, and be sure that they bear the impress 
of your own mind and thoughts. 

Accountability. — Do not for a single day forget 
tliat you are but an agent of the Great Teacher, 
and that he will call you to give a strict account of 
your stewardship. Daily go to Him for the instruc- 
tion you daily need. He can teach you how to 
teach ; he can aid you in all your efforts. Confide 
in him, and he will not disappoint you. You need 
much of his spirit to guide and sustain you ; much 
of his wisdom to assist you in your important work. 
Let your whole life, and all your words and deeds, 
be strongly marked by a truly religious spirit, — 
and in every way do wliat you can to induce your 
pupils to feel that they are accountaljle to their 
Creator for all their deportment, and for the manner 
in which they attend to all their duties. By your 
own pure and Christian character, lure them to love 
and practise all that is " lovely and of good report," 
— and in blessing them you will be doubly blessed. 

I might proceed to name other traits and char- 
acteristics which should be cultivated by every good 
teacher, but it will not be necessary. I shall have 
occasion to allude to some of them in connection 
with the exercises of the school-room. You already 



QUALIFICATIONS. 27 



Napoleon. 



feel, I dare say, that I have set a very high mark 
for your attainment. But, my friend, is it too 
hio'h ? Your chosen work is one of the most im- 
portant and ennobling ever intrusted to mortal, and 
it calls for high qualifications, for excellent and 
lovely traits, for hearts and intellects well disci- 
plined and ready for every good effort. Unless you 
are what you would have your pupils become, you 
can hardly hope to make them what you ought to 
be, but are not. In your daily walk and conversa- 
tion you must ever exemplify the correctness and 
the value of the views and principles you would in- 
culcate in the hearts of your pupils. Strive, there- 
fore, to be unto them as a " living epistle," plain 
and full of instruction. 

I have somewhere read that Napoleon, on his 
departure for Belgium, thought it prudent to guard 
with extra care against the dangers which threat- 
ened, having all Europe leagued against him. He 
therefore sent for a skilful and accomplished work- 
man, between whom and himself the following con- 
versation was held. 

Napoleon. " Do you consider yourself competent 
to make a coat of mail of such texture and strength 
that no weapon whatever can penetrate it? " 

Workman. " I think I am." 

Napoleon. " I wish you to make one with as little 
delay as possible, and for the same you shall receive 
eighteen thousand francs." 

Workman. " The article shall be ready in the 
shortest possible time, — and the compensation you 



28 THE teacher's assistant. 

The Armor. 

offer will well reward me for doing the work thor^ 
oiighly." 

The work was speedily performed, and on an 
appointed day the artificer took it to the palace. 
Bonaparte examined it with much care, and then 
requested the maker to put the armor on. The 
man obeyed, when the Emperor, taking a pistol, 
said, " We shall now see if this work is of the 
texture and strength you promised." He then 
fired at his breast and at his back, time and again ; 
but the armor proved sure proof against such at- 
tacks. Next a long fowling-piece was used, but still 
the armor proved effectual, and its maker stood un- 
moved, full of confidence in the completeness of his 
work. 

The delighted Emperor, instead of paying the 
stipulated price, presented the man with a check 
for thirty-six thousand francs, saying, " You are one 
of the few men whose works verify their words.'''' 

And so let teachers go forth to their daily labors 
with armor bright, and sure proof against the 
attacks of the ignorant and self-conceited, — ever 
bearing clear proof that they are thoroughly fur- 
nished for the gre'at work before them, — and they 
will not only receive their stipulated reward, but a 
twofold greater, from the consciousness of having 
lal)ored faithfully and successfully ; and ever will 
their well-rendered efforts be held in grateful re-- 
membrance in the hearts of those whom they have 
led to right thought and action. 

I know full well, my friend, under what dis- 



QUALIFICATION. 29 



The Light-House. 



couraging circumstances you, and other teachers, 
may be called to labor; — opposed, perhaps, by the 
parents for whose children you toil ; unencouraged 
by the wealthy, uncheered by the community ; scan- 
tily remunerated ; your best acts and motives, it 
may be, grossly perverted and misrepresented ; and 
others, perchance, reaping where you have sown, — 
so far as the eye of the world is concerned. But 
be of good cheer. " In due season ye shall reap, 
if ye faint not." Though clouds and darkness do 
sometimes gather around you, and others appear to 
enter in upon, and, as it were, eat the fruits of your 
patient and skilful culture, yet despair not, despond 
not ; in due time all will come right, and justice 
will be done. 

It is recorded of an ancient king of Egypt, — one 
of the Ptolemies, — that he employed a celebrated 
architect to construct a magnificent light-house for 
the safety of shipping, and ordered an inscription in 
favor of himself to be engraved on a conspicuous 
part. The architect, though inwardly coveting the 
honor of such a record for himself, felt obliged to 
comply with the king's order ; but he made the 
inscription on a plaster resembling stone, but of a 
perishable substance. After the lapse of years this 
crumbled away, and the next generation saw an- 
other inscription, recording the name, not of the 
king, but of the architect, which had been secretly 
engraved on the durable stone, beneath the perish- 
able covering, — a lasting memorial of the skill of 
him who planned and reared the colossal structure. 

3* 



30 THE teacher's ASSISTANT. 

The Result. 

And thus, my friend, will it be with yon, if you 
are faithful to your high trust. The lines which 
you are daily writing, and the impressions which 
you are hourly making, upon the young and suscep- 
tible minds and hearts of those under your training, 
will grow broader and deeper and brighter through 
all coming time, and the impress of your heart and 
moulding hand will become distinctly visible, and 
stand as an ineffaceable honor to your fidelity and 
skill. Then go patiently and hopefully to your 
noble work, and in the time of the true harvest you 
shall come again rejoicing, " bringing your sheaves 
with you." 

Having said thus much of the greatness of the 
work before you, — having spoken of some of the 
requisites for success, and hinted at the rich rewards 
which will crown well-rendered efforts, — I shall in 
my next go with you to the field of your labors, and 
endeavor to give you such advice, and offer such 
hints, as may seem pertinent. For a more detailed 
enumeration and consideration of the qualities es- 
sential in a successful teacher, you are referred to 
" The Teacher and Parent," and Page's " Theory 
and Practice of Teaching," two educational works 
published by A. S. Barnes and Company, New 
York. 

Your sincere friend, 

C. 



LETTER IV. 

MEANS OF PROFESSIONAL IMPROVEMENT. 

» 

My dear Friend: — 

You ask me what you shall do in order to keep 
alive your interest in your chosen work, and at the 
same time better qualify yourself for your highly 
important and responsible duties. The mere fact of 
your asking for this information greatly raises you 
in my estimation, and confirms me in the belief that 
you will prove an honor and an ornament to your 
profession. Most cheerfully will I advise you on 
this subject ; and though I may not say all that 
might be said, I hope I may offer a few hints that 
will prove beneficial. 

We need no arguments to prove that " knowledge 
is power " ; it is an admitted fact in all departments. 
To know how to do a work just as it should be 
done, is worth far more than to know how to do it 
in a way barely passable. They who really excel in 
ability to communicate information, or perform a 
work, will have an influence that will be truly valu- 
able. Knowledge is wealth, — it is capital. An 
eminent lawyer was once consulted by a farmer in 
relation to a question of great importance to the 



.<i*» 



32 THE teacher's assistant. 



The " Know how." — Anecdotes. 



latter. The question was promptly and correctly 
answered by the simple monosyllable, " No." " How 
much am I to pay you for your opinion ? " said 
the farmer. " Ten dollars," said the counsellor. 
" What ! ten dollars for just saying No .^ " " Ah, 
but you must consider that I spent much time and 
money, and studied many books, that I might know 
when to say No.'' 

The negro, who prided himself on his peculiar 
skill as a butcher, realized that knowledge was 
wealth. Pompey was employed to dress a calf, — a 
work which he performed with remarkable skill and 
despatch, and for which he demanded two dollars, — 
just doulile the common price. His employer re- 
monstrated, saynig that one dollar was the usual 
price. " But," said Pompey, " I charge one dollar 
for the work, and one dollar for the knojv hoio ! " 
True knowledge and practical skill will prove a 
mine of power and wealth to the teacher ; and truly 
wise is every one who seeks for and improves all 
means for professional knowledge and growth. I 
will name a few of the more prominent. 

Read Works on Education. — The number of 
works bearing directly upon the teacher's mission is, 
I am sorry to say, very small, and most of tliem of 
very recent origin. I would recommend that you 
get access to as many as possil)le, and from time to 
time, as opportunity offers and means allow, add 
such works to your own professional library. It 
may seem novel to you to have me speak of the 



MEANS OP PROFESSIONAL IMPROVEMENT. 33 

The Teacher's Library. 

teacher's " professional library " ; and I am very 
sure that the idea would seem quite marvellous to 
many who have devoted years to the business of 
instruction. But can you see any good reason why 
a teacher should not have a library ? Can you not, 
indeed, think of many reasons why he should have 
one ? What would be thought of a clergyman, phy- 
sician, or lawyer, who should enter upon his pro- 
fessional career without first securing a collection 
of books for general reference as bearing upon tlio 
interests of his peculiar calling ? Would such a 
one be likely to succeed, or would he long possess 
any of that esprit de corps which ought to char- 
acterize him ? The man who wishes to excel as a 
sculptor will make any sacrifice to learn what has 
beerf said and written in relation to his favorite 
work. The artist who would prove a workman of 
no mean repute will practise any amount of self- 
denial -in order to become the possessor of volumes 
treating upon his employment. And if they who 
work on inanimate material are thus interested to 
increase their knowledge and skill, should they 
not be equally so who are called upon to fashion 
and develop that living material which will exist 
throughout the endless ages of eternity ? It is 
sad, indeed, to reflect that so many engage in 
teaching who never manifest the least interest in 
reading. My mind now recurs to the case of two 
young ladies who engaged in school-keeping under 
very favorable circumstances. They possessed many 
desiral^le qualifications, and, at first, manifested an 



34 THE teacher's assistant. 



How to read. 



active interest in their work. But it was only 
ephemeral. Though they had access to numerous 
books, they were never known to peruse them. As 
a consequence, and a very natural one, their inter- 
est soon waned. Their first term was quite suc- 
cessful, because the novelty of the work enlisted 
their interest and efforts. They soon, however, fell 
into a lifeless, formal routine, and became ineffi- 
cient teachers, and were obliged to abandon the 
work. Had they devoted a small portion of their 
leisure time to the perusal of educational works, 
their interest would have been kept alive, their zeal 
increased, and their minds enlarged and improved. 

I rejoice that with you it is otherwise. I have 
long known the interest with which you have pe- 
rused all works calculated to increase your getieral 
and professional knowledge. You, I know, need 
no urging on this point, and I will simply offer one 
or two hints in relation to your reading, for it is 
quite as important hoio yovi read as it is lohat 3^ou 
read. One person will read a valuable and instruc- 
tive volume, and be none the wiser, — gaining no 
now ideas, receiving no impressions or hints tending 
to confirm or modify his former views. He reads 
carelessly, — without reflection and without profit. 
Another person will arise from the perusal of the 
saine book with enlarged views, better plans, nobler 
aspirations, stronger purposes. 

In reading, therefore, endeavor to obtain some- 
thing from every work which will make you wiser, 
stronger, better. To this end, read with a discrimi- 



MEANS OF PROFESSIONAL IMPROVEMENT. 35 

Regard Circumstances. 

natiiig, reflecting mind. So far as the book you 
read is sound and valuable, aim to make its general 
spirit and views your own ; but do not often adopt 
as your own a specific jalan or course, until you 
have adjusted it to existing circumstances, and 
proved its general adaptedness to your situation and 
wants. A course that may have been entirely suc- 
cessful with another, under peculiar circumstances, 
may result quite differently with you, under circum- 
stances varying but slightly. In order that any 
scheme may produce precisely the same results, in 
different times and places, it is not only essential 
that its operation be under circumstances exactly 
similar, but also that the mo^ang or operating power 
be precisely the same ; — and such a combination 
seldom occurs. One man, for example, may use 
some improved machine with entire satisfaction, and 
delight in its operation and success, while another 
may use the same machine and pronounce it worth- 
less, — simply because in the manner of using, or 
of some unusual or peculiar circumstances in rela- 
tion to his work, he did not understand the princi- 
ples of the machine sufficiently to adjust it to exist- 
ing peculiarities. Some slight change in the ad- 
justment of some part of the machine, or in its mode 
of operation, might have insured its entire success. 
In all your reading, aim to grasp general views and 
principles, rather than to adopt some precise and 
undeviating plan ; for your success as a teacher will 
depend much upon your own efforts, and upon yovir 
power to impart a degree of individuality to what- 
ever plans you may introduce. 



36 THE teacher's assistant. 

General Knowledge. 

I would not be iiiidcrstood to advise that all your 
reading be exclusively of a professional bearing-. 
Far otherwise. Let it partake of variety, but never 
of that trashy and ephemeral literature which is scat- 
tered broadcast over the land. Read well-written 
books, that you may increase your knowledge and 
discipline your mind. A well-conducted newspaper 
may be the medium of much valuable information. 
I would recommend that you habitually read some 
good newspaper, with a view to keeping enlightened 
in regard to the prominent and important events 
and movements of the day. Read, that you may 
learn ; and learn, that you may teach. Every new 
attainment, every wise acquisition, every practical 
idea gained by you, will give you influence over 
those under your care. Therefore read, that you 
may increase your ability to instruct and discipline 
others. Knowledge is power, — and a power that 
every teacher should gain in the highest possible 
degree. 

Be sure to subscribe for, and read, at least one 
educational periodical. Teachers' Journals are a 
modern aid. All the monthlies, now in existence, 
supported by teachers, and devoted to the great in- 
terests of popular education, have been established 
within twelve years, and most of them within five or 
six years. It is one of the most hopeful signs of 
the times, that teachers themselves are assuming the 
editorial charge of these journals, thus insuring a 
practical character. The monthly receipt and peru- 
sal of a well-conducted work of this nature will prove 



MEANS OF PROFESSIONAL IMPROVEMENT. 37 

Teachers' Journals. 

beneficial to you. It will bind you to your profes- 
sion ; it will enlighten your mind ; it will cheer your 
heart ; it will prove a valuable medium of intercom- 
munication ; and in various ways it will be of service. 
If you have not sufficient interest in your work to 
induce you to become a subscriber to one of these 
works, the sooner you abandon the business of teach- 
ing, the better it will be for the community. And 
what I say to you, I would say to all others. No 
person should assume the employment of teaching, 
ivho does not possess enough of professional interest 
to cause him to aid in the support of a periodical 
devoted to the great interests of his profession. 

Be a Contributor to some Educational Journal. — 
Do this for your own good, and for the good of 
your profession, ever bearing in mind, that what- 
ever you do for your own improvement will residt 
in the -good of your profession, and also that what- 
ever you do for the elevation of your chosen calling 
will result in your personal benefit. The whole is 
made up of parts, and the several parts are affected 
by the general tone and condition of the whole. 
Do you say you cannot write, — that you have not 
accustomed yourself to it ? Then I say you should 
commence and ascertain whether your inability is 
real or only imaginary. My impression is, that 
you will find no difficulties that you will be unable 
to overcome, — no obstacles that will prove insur- 
mountable to a determined spirit. It will do you 
good to cope with difficulties, — strengthen you to 

4 



38 THE teacher's assistant. 

Visiting Schools. 



conquer them. You owe it to yourself, no less than 
to your profession, to contribute something from 
your own mind and experience for the benefit of 
those laboring in the same cause. 

Visit the Schools of Others. — If you will do 
this with the right spirit, with a desire to learn, 
it will prove highly beneficial. The watchful and 
discriminating teacher will gain .some useful infor- 
mation, or receive some valuable hint, from every 
school he may visit. He will profit not only from 
the excellences, but also from the errors, of oth- 
ers. It may be that errors exist in your school 
which have been formed so gradually as to have 
escaped your notice. Your attention is so con- 
stantly directed to two particulars, — governing and 
instructing, — that it would not be strange if some 
deviations should escape your watchful eye. When 
you visit the school of another, circumstances are 
different ; you go as a spectator ; you feel that you 
have no direct interest in the exercises ; you have 
nothing to do but to listen and observe. You will, 
very naturally, look for excellences and for defects ; 
and from both you may derive profit, — only do not 
be captious. It may be that you will, on your re- 
turn, see your own school in a different light, and 
learn that you are not above criticism. Perliaps I 
may be better understood by relating an instance in 
my own experience ; for I have visited many schools, 
and always with profit. I once visited the school of 
a friend, who enjoyed a good reputation as a success- 



MEANS OF PROFESSIONAL IMPROVEMENT. 39 

Teachers' Meetings. 

fill teacher. The school was, in the main, a good 
one, but I noticed one habit in the spelling exer- 
cise which I considered a bad one. As the pupils 
spelled, they neither pronounced the syllables as 
they spelled them, nor the words when finished. It 
appeared to me a little singular, that so good a 
teacher ^lould allow so bad a habit to prevail ; and I 
rather congratulated myself that I was more careful 
in my own practice. To my surprise, when I next 
conducted a spelling exercise in my own school, I 
found that precisely the same error, in kind, if not 
in degree, existed somewhat on the part of my pu- 
pils. From it I learned a useful lesson. Visits to 
the schools of others may impart many such lessons. 

Teachers^ Meetings and Teachers'' Institutes. — 
You will find it much for your interest and pro- 
fessional improvement to attend teachers' meetings 
as often as opportunity offers. It will do you good 
to meet with those who are engaged in a similar 
employment, — with those who can sympathize with 
you. Such meetings, whether large or small, may 
be productive of much good. Two or three farmers, 
mechanics, ministers, or physicians would proljably 
derive mutual benefit from an hour's interview and 
familiar talk. So, particularly, will it be with 
teachers ; they will either obtain new information, 
or become more fully confirmed in some old plan 
or method. But, if you would be truly benefited 
by teachers' conventions, you must exercise the 
right spirit ; and while you aim to receive some 



40 . THE teacher's ASSISTANT. 

Diligerrce. 

benefit and some new information from every sncli 
gathering, do not expect that everything you may 
hear will bo new to you, or precisely adapted to your 
individual circumstances or wants. Remember, it 
is only " little l)y little " that we make advancement 
or growth in knowledge, whether of a general or 
professional nature. Strive constantly anijr in every 
suitable way to honor and elevate your chosen 
profession, by adding to your own personal qualifi- 
cations, and thus proving yourself an intelligent, 
earnest, and active member. Seek to honor your 
calling, and not live and act as though you expected 
that to honor and exalt you. 

Be Diligent in Professional Labors. — If it is 
ever true in the material world, that " the hand of 
the diligeni maketh rich," it is emphatically true 
that the mind is enriched and expanded by diligent 
application and wholesome exercise. As bodily 
sloth and idleness lead to destitution, want, and 
misery, so mental inactivity will lead to mental 
imbecility and unproductiveness. Persevering dili- 
gence in any work will overcome obstacles appar- 
ently insurmountable, and secure the accomplish- 
ment of the most important and surprising results. 
It is this that has subdued the wilderness, and caused 
it to be a fruitful garden. It is this that has fur- 
rowed our country with railroads, and made a safe 
track for the iron horse from the ocean to the moun- 
tains and the valleys beyond. It is this that has 
sprinkled all over the surface of our country beauti- 



MEANS OF PROFESSIONAL IMPROVEMENT. 41 

Results of Diligence. 

ful and thriving villages. It is this that has brought 
the luxuries of distant lands and the wealth of the 
ocean to contribute to our comfort and welfare. 
The sails that whiten our oceans ; tlie steamers that 
plough our waters ; the locomotives that sweej:) 
through our towns and villages, rushing through 
mountains, over plains, and across rivers and ra- 
vines ; the wires that extend through the land and 
under the ocean, — all declare the power of well- 
directed diligence. Be ever active in all the opera- 
tions and concerns pertaining to your profession, 
ever laboring to improve yourself, to aid others, to 
promote the great interests of education, and the 
fruits of your efforts will be neither few nor small. 

Your sincere friend, 

C. 



4* 



LETTER V. 

SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 

My dear Friend : — 

With your permission, I will now accompany 
you to the school-room, the scene of your labors, 
and speak with you freely and plainly of some of 
the duties to be performed. I shall endeavor to tell 
you vjhat to do, and how to do ; or, in other words, 
I will aim to give you such hints as the results of 
my own experience and observation have impressed 
upon my own mind as important and pertinent. 

I know full well the anxiety with which you an- 
ticipate your labors. I know the feelings which will 
fill your breast, as for the first time you occupy the 
teacher's desk and assume the teacher's duties. 
What shall I do? How shall I do? JVIi en shall 
I do ? are questions that will often arise in your 
mind ; and you must be prepared to answer them, 
and that, often, without much opportunity for re- 
flection, with none for consultation. But if you 
have duly considered the nature of your office, and 
studiously cultivated the qualities I have named, 
you have done much to prepare yourself for the 
efficient discharo-e of incumbent duties. Give the 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 43 

Friendly Feelings. 



first moments of every morning to devotional ex- 
ercises, and thus let your pupils see that you and 
they have one common friend and counsellor in 
" Our Father vrho art in heaven." 

Discipline is the first item that will claim your 
attention, and it is an all-important item. It lips at 
the very foundation of your labors ; and unless you 
have right views and adopt right measures on this 
point, it will be useless for you to hope for success 
in teaching, — for without good discipline, there can 
be no truly successful teaching. One may be able 
to govern a school, and yet not competent to teach 
the same ; but he cannot, in the highest and truest 
sense, teach a school, unless he can also govern it. 
True teaching implies correct discipline. But I 
will proceed to give a few hints, which, I hope, may 
be of some service to you. 

Tfy to cause your Pupils to feel that you are 
their Friend. — Let all your plans and arrange- 
ments be made with reference to their good. As, 
for the first time, you enter the school-room, do it 
with a cheerful look, which shall indicate that your 
heart is in your work. Let your words be but the 
kindly expression of friendly feelings and good 
intentions ; let no frowns cloud your brow, even 
though all may not, at the outset, be just as you 
might wish. Perfect discipline cannot be estab- 
lished in a day ; yet you must aim to secure it 
gradually and surely. But you may ask what I 
mean by perfect disciplme. I say, negatively, that 



44 THE teacher's assistant. 

Order defined. 

I do not consider it to consist in rigid and upright 
positions, in exact and undeviating movements, nor 
in constrained looks. I say, positively, that I con- 
sider that school in a good state of discipline, in 
which the pupils attend to all their duties, perform 
all their movements, and regard all the require- 
ments of the school with cheerful alacrity, and with 
an evident and constant desire to co-operate with 
the teacher, — studiously and pleasantly refraining 
from every act, which may tend to disturb the 
teacher or the school. " I consider a school judi- 
ciously governed, where order prevails ; where the 
strictest sense of propriety is manifested hy the 
pupils towards the teacher, and towards each other ; 
where they are all busily employed in the appropri- 
ate duties of the school-room, and where they seem 
to be under the influence of the teacher as a leader, 
but not as a driver. There is some difference- of 
opinion as to the degree of stillness possible or de- 
sirable in a school. We all agree, however, that, 
for a still school, all unnecessary noise must be 
excluded." * The best governed are they who seem 
to be ungoverned, save by the inward desire to do 
right ; and the best disciplinarians are they who 
govern without seeming to govern. If you would 
succeed, do not attempt to govern too much. Lure 
your pupils into the right path by kindly words 
and friendly acts, and thus gain that perfect control 
over them which you should possess, and at the 

* Admiral Stone. 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 45 



Self-Control. — Anecdote. 



same time have tlieir obedience cheerful and prompt. 
In tliis way yon will govern them, and at the same 
time tliey Avill not feel that they are governed. 

Govern Yourself. — Unless yon can exercise a 
good degree of self-government, you can hardly ex- 
pect to govern others. It will not always he an 
easy matter for you to exhibit perfect self-control, 
hut you must aim to do so ; and if you can suc- 
ceed in so governing your own feelings as never to 
appear angry or annoyed, you will find no difficulty 
in governing your pupils. I do not mean that you 
should be entirely regardless of the conduct of your 
pupils, but merely that you should not allow their 
errors to cause you to lose your patience, by exhib- 
iting some sudden ebullition of passion. You know 
liow ready some people are to take offence and show 
anger. A faithful servant, who had long borne the 
abusive words of a petulant master, finally said to 
him that he could no longer tolerate his captious- 
ness, and that he was determined to leave his ser- 
vice. " But, Peter," said the relenting master, — 
"• Peter, you know I mean no harm, and that I am 
no sooner mad than pleased again." " Very true, 
master," replied Peter ; " but I also know that you 
are no sooner pleased than mad again." So it is 
with some teachers, — they allow feelings and ex- 
pressions of anger and pleasantness to follow each 
other ill sucli ludicrously rapid succession, as en- 
tirely to impair their influence. 



46 THE teacher's assistant. 

Weigh Circumstances. — Anecdote. 

Let Circumstances modify your Vieivs of Order 
and your Plans to secure it. — Some teachers form 
a certain view of discipline, and certain iindeviating 
plans for securing it. With them, attending cir- 
cumstances have no influence. Tlie act is judged 
in and of itself, entirely independent of the motives 
which led to it. This, of course, is wrong. If you 
would govern successfully and justly, study all the 
particulars bearing upon a transgression. Some- 
times an act, in itself wrong, may be divested of all 
actual wrong when the circumstances are duly con- 
sidered. In a certain school, for example, a boy of 
very orderly deportment and studious habits, sud- 
denly whistled, — no less to his own astonishment 
than that of his teacher. He was called out by his 
teacher and asked if he had whistled, when the 
frightened lad exclaimed, with all honesty of heart, 
"iVb, Sir, I didn't whistle, — it whistled itself! ^^ 
The little fellow had been so intent on his lessons, 
and perhaps so delighted at overcoming some diffi- 
culty, that, forgetful alike of time, place, or circum- 
stances, he expressed his joy by an unpremeditated 
whistle. That the school was interrupted was obvi- 
ous, but no sensible teacher would deal with such a 
lad as he would with a culprit. Precisely such an 
interruption would seldom occur ; and yet pupils 
will often be guilty of deviations in act, when the 
motives are entirely correct. Study, therefore, very 
carefully to discriminate between a wilful wrong 
and an unintentional error. Only a bad pupil can 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 47 
" Hard Days." 

be guilty of the former, while a very good one may 
Lc of the latter. 

Then there are other circumstances wliich you 
must always take into consideration. There are 
certain days in the experience of every teacher which 
are hard days ; there is something in the atmos- 
phere, in the state of the teacher's health, or some 
incidental circumstances, which have an unfavor- 
able influence upon the state of feeling, and con- 
sequently upon the apparent order of the school. 
You will, undoubtedly, sometimes enter your school- 
room in a depressed state of mind, and everything 
may seem to you "out of place," — nothing meet- 
ing your expectations, — and yet you may not be 
able to tell precisely what or where the trouble is. 
Under such circumstances, do not make a bad mat- 
ter worse, by manifesting an untluly sensitive spirit. 
The Rev. Dr. Huntington, of Harvard College, gives 
the following excellent advice in relation to such 
days : — 

" It is in the experience of most teachers, I pre- 
sume, that on certain days, as if, through some 
subtle and untraceable malignity in the air, the 
school-room seems to have fallen under the control 
of a secret fiend of disorder. There is nothing ap- 
parent to account for this epidemic perversity ; all 
the ordinary rules of the place are in full recogni- 
tion ; the exercises tramp on in tlie accustomed suc- 
cession ; the parties are arranged as usual. There 
are the pupils coming from their several breakfasts, 
bringing both their identity and individuality ; no 



48 THE teacher's assistant. 

Professor Huntington's View. 



apostasy nor special accession to depravity over 
night has revohitionized their natures ; no compar- 
ing out of doors has handed them into a league of 
rchellion. Yet the demoniacal possession of irrita- 
hility has somehow crept into the room, and taken 
unconditional lease of the premises. You would 
think it was there before the first visible arrival. 
The ordinary laws of unity have been suddenly be- 
witched ; the whole school is one organized obstruc- 
tion ; the scholars are half-unconscious incarnations 
of disintegration and contraposition, — inverted di- 
visors engaged in universal self-multiplication. 

" How is such a state of things to be met ? not, I 
think you will agree, by direct issue ; not point blank. 
You may tighten your discipline, but that will not 
blind the volatile essence of confusion. You may 
ply the usual energilfes of your administration, but re- 
sistance is abnormal. You may flog, but every blow 
uncovers the needle-points of fresh stings. You 
may protest and supplicate, and scold and argue, 
inveigh and insist ; the demon is not exorcised, 
nor even hit, but is only distributed through fifty 
fretty and fidgety forms. You will encounter the 
mischief successfully when you encounter it indi- 
rectly. "What is wanted is, not a stricter sovereignty, 
but a new spirit. The enemy is not to be confronted, 
Ijut diverted. That audible rustle through the 
room comes of a moral snarl, and no harder study, 
no closer jjhysical confinement, no intellectual dex- 
terity, will disentangle it. Half your purpose is de- 
feated if the scholars even find out that vou are 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 49 
Plans suggested. 

worried. The angel of peace must descend so 
softly, that his coming shall not be known, save as 
the benediction of his presence spreads order, like a 
smile of light, through the place. 

" If a sudden, skilful change of the ordinary ar- 
rangements and exercises of the day takes the schol- 
ars, as it were, off their feet ; if an unexpected nar- 
rative, or a fresh lecture on an unfamiliar theme, 
kept ready for such an emergency, is sprung upon 
their good-will ; if a sudden resolving of the body 
into a volunteer corps of huntsmen on the search 
of some etymological research, the genealogy of a 
custom, or the pedigree of an epithet, surprises 
them ilito an involuntary interest ; or, in a younger 
company, if music is made the Orphean minister of 
taming savage dispositions again, — then your ob- 
lique and unconscious tuition has wrouglit the very 
charm that was ^^anted ; the room is ventilated of 
its restless contagion, and the furies are fled. 

" Or if, as is more than probable, the disorder 
was in the teacher himself ; if the petulance of the 
school all took its origin in the disobedience of some 
morbid mood in the master's own mind or body, 
and only ran over, by sympathetic transmission, 
upon the benches, so that he saw it first in its re- 
flection there, — of what use to assail the insubordi- 
nation by a second charge out of the same temper ? 
His only remedy is to fall back on the settled spir- 
itual laws of his own being. He must try to es- 
cape out of the special disturbance into the general 
harmony ; he must retreat, in this emorgency of 
5 



50 THE teacher's ASSISTANT. 

Loud Talking. 

temptation, into those resources of character, prin- 
ciple, affection, provided by the previous and nor- 
mal disposition of his soul. This he will achieve by- 
some such process as that just specified, displacing 
the ground of a direct and annoying conflict liy new 
scenery, and rather leaping up out of the battle with 
foes so mean, than staying to fight it out on their 
level." 

Talk not Much nor Loud. — It is a very com- 
mon error with young teachers, that they talk too 
much and too loud ; — and wherever you meet with 
one of these garrulous and noisy teachers, you will 
bo sure to find a disorderly school. Let us 'call at 
two schools and notice the difference. Here is a 
school of fifty j)upils, kept by Miss Matilda Captious 
Fussy. The pupils are nearly all untidy in appear- 
ance, inattentive to lessons, disordei'ly, and noisy, — 
whispering, and constantly asking unimportant ques- 
tions of the teacher. It is a sort of " Bedlam let 
loose." But the children are not the oidy actors. 
Listen to the teacher, who, in loud and petulant 
tones, and in rapid succession, thus speaks : — " We 
must have less noise, scholars." " You are the 
worst set of children I ever saw." " Sit down, 
Mary." " John, did n't I tell you not to whisper ? " 
" Susan, what are you doing ? " " Sarah, I 've told 
you twenty times that you must n't look out of the 
window, and you don't mind one word I say." 
" Peter, did n't I tell you I shoidd punish you if 
you did that again ? You '11 got it by and by." 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 51 

The Contrast. 

" Thomas, what are you out of your seat for ? If 
you don't mind better, I shall punish you." And 
thus it continues through the livelong day, — the 
teacher noisily issuing meaningless orders and 
threats, the pupils hearing them as they would 
the whistling winds. The room is unswept and in 
disorder ; the teacher, slovenly in her personal ap- 
pearance, and unlovely and forbidding in look and 
manner. All is discord, — no discipline, no true 
teaching, no good habits. The classes are called 
upon to recite without any seeming regard to time 
or manner ; they move noisily and dilatorily to 
the recitation seat ; their answers are indistinct, 
and mostly imperfect ; there is an entire heartless- 
ness and heedlessness about every exercise and every 
effort. 

We have stopped long enough, — let us pass along. 
Here we come to another school, of the same size, 
kept by Miss Mary Cheerful Method. We enter, 
and are greeted by the teacher's pleasant smile, wel- 
coming us to her school. She looks pleasant and 
happy ; the room is a model of neatness and order ; 
the pupils look cheerful and industrious, each ear- 
nestly attending to his lessons. There is no whis- 
pering, no useless questioning, no confusion ; cheer- 
ful quietness and well-ordered industry meet the eye 
on every hand. The teacher says but little, and 
every remark is made in that pleasant and subdued 
tone which is sure to be heard and regarded. " The 
still, small voice " is readily heard, and promptly 
obeyed. When the classes are called to recite, they 



52 THE teacher's assistant. 

Prompt Obedience. 

take their places with alacrity, and witTioiit noise ; 
and, as we might expect, the lessons are well com- 
mitted and distinctly recited. It is in all respects a 
pleasant and well-managed school. And do you 
not see that, in each school, as was the toaclicr, so 
were the pupils ? I trust you have learned a use- 
ful lesson from these visits, and that you will not 
hesitate which of the two to take as your model. 

Insist on Prompt and Exact Obedience. — Be 
sure that your requirements are reasonable and 
right, and be satisfied with nothing short of an im- 
plicit, exact, and prompt obedience to them. There 
is an unwilling, hesitating compliance with requisi- 
tions, which is little better than downright disobe- 
dience. Indeed, it is often more annoying, from 
the difficulty of meeting it. Positive and direct re- 
fusal to obey orders you know how to deal with ; ^ 
but a half-way obedience, a sort of attempt on the 
part of the pupil to compromise by meeting you 
half-way, may sometimes seem to lack definiteness. 
But really it has point, and must be met without 
hesitation. Early, then, impress upon the minds of 
your pupils that you make no difference between a 
direct act of disobedience and obedience reluctantly 
and sullenly rendered. In some instances the lat- 
ter may be the worse. 

Never promise what you cannot perform, nor 
that which it ivould be Wrong or Unreasonable to 
perform. — Very young pupils will readily discover 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 53^ 

Truthfulness. 

if you err in this particular. My earliest school 
recollections are of a " schoolma'am " who often 
threatened to cut off the ears of her pupils if they 
did not sit still. Child as I was, I thought she 
meant what she said, and with almost breathless 
stillness I kept my eye for the entire first day upon 
a pair of scissors which were attached to her person. 
I regarded them as the ear-shortening implements ; 
but after having heard the threat many times re- 
peated, and finding my own ears were uninjured, I 
concluded that the teacher was uttering idle threats, 
and I lost the little respect for her that I first 
had. It was soon ascertained that she said what 
she did not mean, and then her words fell upon 
our ears as the idle wind. Ever, my friend, study 
to verify your words by your acts ; but also study 
to have both words and acts consistent and right. 

Never threaten to inflict a certain Mode or Kind 
of Punishment for certain anticipated Offences. — 
Different pupils require different inducements and 
different methods of discipline. As no two cases 
of transgression will be precisely similar in all their 
bearings and particulars, so it will not be wise to 
have a uniform and undeviating kind of punish- 
ment for all offenders. Aim always to deal justly 
and impartially ; and in order that you may so deal, 
you must carefully weigh all circumstances, and 
studiously adapt your discipline, both in kind and 
in degree, to the peculiar temperament and dispo- 
sition of each offender. Let the motives and cir- 

5* 



54 THE teacher's assistant. 

An Incident. 

cumstances attending the error always be duly con- 
sidered. The following incident, which I find in 
the Canada Journal of Education, will illustrate my 
position, and, I hope, convey a good lesson : — 
" My third attempt at teaching was in the parish 

of St. A . I had been engaged in the ordinary 

duties of a common school for three or four weeks, 
when, on a very cold, bright day in January, a group 
of children arrived rather earlier than the usual 
hour. They were all new pupils, except one. This 
was pleasing to me. As the children approached, I 
heard sobbing, and, upon opening the door, the lad, 
who had previously attended the school, entered, 
leading by the hand a little girl about seven years 
of age. Her eyes were large and blue ; her hair, 
which was too fair to be golden, hung around her 
neck in little ringlets ; her cheeks were red, though 
partly concealed by frozen tears. Iler complexion 
was very fair, and her features of an exquisite mould. 
Her cousin Charley was about twelve years of age, 
tall, and well formed ; his eyes were black, and his 
hair was of the same color ; his features were regu- 
lar, and indicative of intellect as well as benevolence. 
As Charley entered, he said, ' This is Cousin Polly ; 
she 's coming to school, please. Sir, and I told her 
you would n't whip her if she is a good girl ; she 's 
crying with the cold.' With a little chafing of the 
cold hands and the aid of a good fire, Polly soon 
became comfortable. After this introduction, Polly, 
Charley, and myself were very good friends. Time 
glided pleasantly away, for we had a most agreeable 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 55 
Cliarley and Polly. 

assemblage of youth, and, with one exception, a 
pleasant school-room. The exception was, that two 
of our windows overlooked the highway, and thus 
presented a temptation to violate the rules of dis- 
cipline, by looking at })assers-by in the time of 
study. The winter was nearly over, and I had be- 
come strongly attached to Charley and his Cousin 
Polly, for they were docile and obedient, — seem- 
ingly full of affection for me, as well as for each 
other. I had never had occasion to chastise either 
of them during the term. Indeed, I had to be cau- 
tious about addressing them in a hasty or excited 
manner, else they would have burst into tears im- 
mediately ; and to speak harshly to them would l^e 
worse than whipping some children. One day, near 
the close of the term, I had been disturbed several 
times, while attending to classes, by the scholars 
seated near the windows already mentioned. They 
would rise from their seats to look at any vehicle 
which might be passing. After having been inter- 
rupted three times while engaged with a class, and 
as often remonstrating, I lost patience, and said that 
I should ferule the first one who arose again to look 
out of the windows. After this announcement all 
were very quiet for some time ; but before I had 
concluded the exercises of my class, I heard a noise, 
and, looking around, I saw Polly standing upon a 
desk and stretching past two girls to look out of the 
window. Here was a case. All eyes were upon 
me. I had described a certain kind of punishment, 
and pledged my word to inflict it upon the one who 



56 THE TEACH iCIl'rf ASSISTANT. 



Unpleasnnt Predicamer.t. 



should violate tlio rule. Polly was the last one I 
deemed likely to be guilty, and the last person in tlie 
school whom I wished to punish in sucli a manner •, 
hut now my only alternative was to break my word 
or to punish Polly. I called her to me ; she came, 
with tears in her eyes, I asked her why she wept ? 
She said she was sorry she had forgotten the rule ; 
that she had been told, by Fanny Conly, that her 
papa and mamma were coming for her in the sleigh, 
and she got up to look out without thinking. I 
replied, ' If I should not punish you as I said, I 
should be guilty of an untruth, which is sinful, and 
I should lose your respect and esteem, as well as 
that of your schoolmates.' ' O dear ! yes, you must 
punish me,' said Polly, with a gush of tears ; ' but 
I feel so bad because I cannot help it now I ' and 
she held out her hand. I stood up as though I was 
about to inflict the expected blows, when Charley 
approached, and, holding out his hayd, said, ' Please, 
master, whip me, and don't whip Polly.' From this 
little incident I learned two things about discipline ; 
— first, never to pledge myself to any particular 
kind of punishment beforehand ; and second, that 
children often shed tears because their error is past 
recall, or, in the words of Polly, ' because they can- 
not help it,' when their teachers suppose they are 
crying for fear of the punishment." 

A particular Offence does not necessarily call 
for the Lifliclion of a Specific Punishment. — All at- 
tendant and palliating circumstances should always 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 57 

The Physician. 

be taken into account in deciding upon disciplinary 
measures. A course tliat would be highly salutary 
in one case, under one set of circumstances, would 
prove far otherwise in another case, and under 
other circumstances. A certain physician once had 
as a patient an Englishman. The disease was fe- 
ver. He allowed the patient to partake frequently 
of chicken-broth. The sick man was restored to 
health ; and the doctor wrote in his note-book, 
" Chicken-broth is good in case of fever." His 
next patient was a Frenchman, and the disease fever. 
He was allowed to partake of chicken-broth, and 
died. The next memorandum in the note-book was, 
" Though chicken-broth is good for an Englishman 
in case of fever, it will kill a Frenchman." From 
this learn a lesson in school discipline, and study 
to adapt the mode of discipline to existing circum- 
stances and peculiarities, and never feel that the 
same means will always produce the same results. 

Be Calm and Self-possessed. — Never give your 
pupils opportunity to feel that they can annoy you ; 
for if they find you over-sensitive, they will ever be 
on the alert to do things which will vex you. But 
while you aim to let them see that you control your- 
self, be sure also to have them feel that you shall 
control them ; and that any degree of impropriety 
on their part will be duly considered, even though it 
may not receive immediate notice. It is well, occa- 
sionally, to let certain errors and deviations pass, 
apparently unnoticed, during the day, and be taken 



58 THE teacher's assistant. 

Neatness and Courtesy. 

into consideration at a quiet hour after school. In 
a cahn but firm manner, call the offenders to an ac- 
count, administering such punishment, or censure, 
as may seem necessary. Do not forget that there 
is a right time, place, and manner in which to say 
things, and never administer reproof or punishment, 
when either the erring or yourself are in a state of 
undue excitement. 

Cultivate Habits of Neatness and Coiirtesy as 
Helps to Discipline. — If you can so inspire a boy 
with feelings of self-respect, that he will always en- 
ter the school-room with his person and apparel in 
a neat and cleanly condition, you will at the same 
time create within him a desire to regard the rules 
of the school. If, in addition to this, you can in- 
duce him to regard the rules of propriety and cour- 
tesy in his manner and conversation with others, 
you may be quite sure all else will be right. A 
courteous pupil will, almost as a matter of course, 
be an obedient and attentive pupil. 

You ask, if you must ever resort to corporal pun- 
ishment. In answer to this, I wish I might feel 
warranted in saying that it is never necessaiy. I 
hope the time may come when it will be wholly un- 
necessary ; but I do not believe that time has yet 
arrived. I will advise, however, that you inflict 
corporal punishment as seldom as possible. Make 
it your " strange work " ; and when you resort to 
it, do it in such manner and in such spirit as will 
make the right impression. In most cases, I would 



SCHOOL discii'lin;: and school management. 59 

Corporal Punishment. 



recommend that corj)oral punishment be inflicted in 
private ; and yet there will be cases, in which the 
greatest good of all concerned will require that the 
punishment be inflicted in the presence of the whole 
school. If a boy wilfully sets at defiance all whole- 
some authority, and says or does things, in the 
presence of the whole school, for the purpose of 
showing that " he will do as he pleases," the bet- 
ter way will be to administer to him the well-de- 
served punishment in the presence of all who have 
witnessed the transgression. If, however, you can 
secure the entire co-operation of the parents, you 
will not often have any trouble of a disciplinary 
nature. I do not hesitate to express the belief, that, 
when all teachers shall be thoroughly qualified for 
their high duties, and enter upon their discharge 
with an earnest fidelity, and wlien all parents shall 
he faithful in training their children in " the way in 
which "they should go," we shall hear no complaints 
touching school discipline. But until that good 
time shall come, the best of teachers may some- 
times find it necessary to resort to corporal punish- 
ment ; but ordinarily, the higher the qualifications 
of the instructor, the less frequently will such occa- 
sions occur. 

Never scold. — If whipping is objectionable, scold- 
ing is mucli more so. If you speak in fretful and 
fault-finding tones, your pupils will soon lose all 
respect for you, and they will, to a great extent, 
partake of your spirit. In such things " like pro- 



60 - THE teacher's ASSISTANT. 

Anecdote. 

duces like." Mild, and pleasant tones, combined 
with a firm and determined manner, will, in most 
cases, secure the desired result. I once visited a 
school, kept by an accomplished lady, who ever ex- 
ercised the most perfect control over her feelings 
and actions. A class was called upon to read. In 
it was one of those disagreeable things, — an obsti- 
nate, mulish girl. When her turn to read came, 
she paid no regard to it. The teacher very pleas- 
antly, but firmly, said, " Read, Mary." But, in 
stubborn expression, Mary's countenance said, " I 
won't." The teacher, with the utmost composure, 
said, " You may continue standing, and the next 
may read." Wishing to know the teacher's plan in 
such cases, I asked what she intended to do in this 
instance. Her reply was, " I shall let my patience 
have its perfect work, and Miss Obstinate will not be 
allowed to leave her place, until she has performed 
her part ; and as the regular time has passed, 
she must await my time, — which will not be until 
every other lesson has received attention, and the 
faithful pupils have been dismissed." Throughout 
the whole, the teacher was as calm as a summer's 
day ; and I doubt not that the plan adopted was 
entirely effectual. 

Never attempt to frighten a Pupil into Obedi- 
ence. — Temporary subjection may be secured by 
terror, but it will not be a true submission. The 
motive is a wrong one, and the result will have no 
permanency. Let it be ever your aim to exercise 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 61 
Be exemplary. 

that influence over your pupils, which will lead them 
to respect authority, and to do right, from high and 
honorable motives. So far as possible, train them 
to habits of self-control and self-discipline. Be to 
the little ones under your care an example of all 
that is " lovely and of good report," ever manifest- 
ing on your part a willing and prompt obedience to 
the higher powers. Remember always that 

" The mind, impressible and soft, with ease 
Imbibes and copies that she hears and sees, 
And through life's labyrinth holds fast the clew 
That first instruction gives her, false or true." 

How important is it, then, not only that right im- 
pressions be made on tender minds, but also that 
they be made in the right way and in the true spirit. 
It is unquestionably true, that parents and teachers 
do wrong by being over-exacting and over-rigid in 
their treatment of the young, not making sufficient 
allowance for youthful feelings and buoyancy of 
spirit. Is there not a lesson prettily expressed in 
the following lines ? 

" He who checks a child with terror. 
Stops its play, and stills its song, 
Not alone commits an error, 
But a great and moral wrong. 

" Give it play, and never fear it, — 
Active life is no defect ; 
Never, never break its spirit, — 
Curb it only to direct. 

" Would you stop the flowing river, 
Thinking it would cease to flow ? 
Onward it must flow for ever, — 
Better teach it where to go." 
6 



62 THE teacher's assistant. 

System. — Roger Ascham. 



Have System in Relation to all your Exercises. — 
This will be of great service to you in the disci- 
pline of your school. Have a time for every recita- 
tion, and have every recitation at its proper time. 
See that every pupil has work enough to occupy his 
time, and do all you can to make every lesson inter- 
esting hy illustrations of your own. Pupils love 
order and system ; and, if they are kept properly 
employed, they will not be tempted to wrong action. 
Nothing is more true, than that a certain noted 
" busybody " has always some mischief for idle 
hands to do ; and if you fail to give your pupils 
useful work, he will give them that which will 
greatly increase your labors and trials. 

Aim earnestly and constantly to make all the 
Exercises of the School-room pleasant and attract- 
ive. — Many a child has acquired an unconquerable 
dislike of school, and all that pertains to it, on ac- 
count of the forbidding manner or injudicious chid- 
ing of unwise teachers ; — even as some children, 
from ill-treatment at home, have been brought to 
regard any place as more attractive than home. 
On this point let me quote from the quaint lan- 
guage of Roger Ascham, in " The Schoolmaster," 
published in London, in 1571. 

" Yet some will say that children of nature love 
pastime, and mislike learning, because in their kind 
one is easy and pleasant, the other hard and weari- 
some. Which is an opinion not so true as some men 
ween. For the matter lieth not so much in the dis- 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMENT. 63 
Lady Jane Grey. 

position of them that bo young, as in the order and 
manner of bringing up by them that be old ; nor yet 
in the difference of learning and pastime. For beat 
a cliild if he dance not well, and clierish him though 
he learn not well, ye shall have him unwilling to go 
to dance, and glad to go to his book ; knock him 
always when he draweth his shaft ill, and favor him 
again though he fault at his book, ye shall have him 
very loth to be in the tield, and very willing to go to 

school And one example, whether love 

or fear doth work more in a child for virtue and 
learning, I will gladly report, which may be heard 
with some pleasure, and followed with more profit. 
" Before I went into Germany, I came to Brode- 
gate in Leicestershire, to take my leave of that noble 
Lady Jane Grey, to whom I was exceeding much 
beholden. Her parents, the Duke and Duchess, 
with all the household, gentlemen and gentlewo- 
men, were hunting in the park. I found her in 
her room, reading ' Ph^do Platonis,' in Greek, and 
that with as much delight as some gentlemen would 
read a merry talc in Boccace. After salutation and 
duty done, with some other talk, I asked her why 
she would lose such pastime in the park ? Smiling, 
she answered me : ' I wist, all their sport in the 
park is but a shadow to that pleasure that I find in 
Plato. Alas ! good folk, they never felt what true 
pleasure meant.' ' And how came you, madam,' 
quoth I, ' to this deep knowledge of pleasure ? 
And what did chiefly allure you unto it, seeing not 
many women, but very few men, have attained 



64 THE teacher's assistant. 



The Kind Teacher. 



thereunto ? ' 'I will tell yoiT,' quoth she, ' and tell 
you a truth which perchance ye will marvel at. 
One of the greatest benefits that God ever gave me 
is, that he sent me so sharp and severe parents, and 
so gentle a schoolmaster. For when I am in pres- 
ence of either father or mother, whether I speak, 
keep silence, sit, stand or go, eat, drink, be merry 
or sad, be playing, sewing, dancing, or doing any- 
thing else, 1 mvist do it, as it were, in such weight, 
measure, and number, even so perfectly as God 
made the world ; or else I am so sharply taunted, 
so cruelly threatened, yea presently sometimes with 
pinches, nips, and bobs, and other ways (which I 
will not name for the honor I bear them) so with- 
out measure misordcred, that I think myself in hell, 
till time come that I must go to Mr. Elmer, who 
teacheth mq so gently, so pleasantly, with such fair 
allurements to learning, that I think all the time 
nothing while I am with him. And when I am 
called from him, I fall on weeping, because whatso- 
ever I do else but learning is full of grief, trouble, 
fear, and whole misliking unto me. And thus my 
book hath been so much my pleasure, and bringeth 
daily to me more pleasure and more, that in respect 
of it all other pleasures, in very deed, be but trifles 
and troubles unto me.' " 

May not parents and teachers draw a lesson from 
this ? Some poet thus happily portrays the power 
of gentleness and kindness : — 

" Wouldst thou a wanderer reclaim, 
A wild and restless spirit tame, — 



SCHOOL DISCIPLINE AND SCHOOL MANAGEMKNT. Go 
The True Course. 

Check the warm flow of youthful blood, 
And lead an erring one to God ? 
Pause ; — if thy spirit's wrath be stirred, 
Speak not to him a bitter word ; — 
Speak not, — that bitter word may be 
The stamp that seals his destiny. 

" If widely he hath gone astray, 
And dark excess has marked his way, 
'T is pitiful, but yet beware ; — 
Reform must come from kindly care. 
Forbid thy parting lips to move 
But in the gentle tones of love. 
Though sadly his young heart hath erred. 
Speak not to him a bitter word. 

" The lowering frown he will not bear ; 
The venomed chiding will not hear ; 
The ardent spirit will not brook 
The stinging tooth of sharp rebuke. 
Thou wouldst not goad the restless steed. 
To calm his fire or check his speed ; 
Then let no angry tones be heard, — 
Speak not to him a bitter word. 

" Deal kindly with him ; make him feel 
Your heart yearns deeply for his weal ; 
Tell him the perils of the Avay 
Wherein his devious footsteps stray : 
So shalt thou win him, — call him back 
From pleasure's smooth, seductive track; 
And warnings, thou hast mildly given. 
May guide the wanderer to Heaven." 

I have written you a long letter on the sultjcct of 
discipline. The great importance which I attach to 
the subject must be my apology, and if you can gain 
a single new and correct view of this part of your 
duty, I shall not have written in vain, nor will you 
6* 



6G THE teacher's assistant. 

Study Circumstances. 



have read in vain. I have given you some specific 
directions, which I trust may be of service to you. 
In closing, let me urge upon your attention, briefly, 
the importance of making your school pleasant and 
attractive, by doing all you can to make its lessons 
clear and interesting. Let the pupils see that they 
have in you a sincere friend, — one who loves them, 
and wishes to do them good. Study carefully their 
natures, dispositions, temperaments, peculiarities. 
Learn what you can of their home-training and 
" out-of-school " influences. Gain their confidence 
and secure their affection, and you may guide and 
control them at will. So far as circumstances will 
allow, cultivate the acquaintance of the parents of 
your pupils, and strive to inspire them with the 
feeling that you are but a co-worker in the busi- 
ness of educating their children. If possible, cause 
them to feel that they can aid you, and that you 
have a just claim upon their cheerful and constant 
support and co-operation. With the good-will and 
kindly feelings of your pupils, and with the approv- 
ing efforts of their parents, you will be strong for 
any work ; without these, you will labor at great 
disadvantage, and your best intentions and plans 
will fail of accomplishing what you may desire to 
accomplish. As parental co-operation is so essen- 
tial to your highest success in disciplining and 
instructing your pupils, I shall in my next give 
you a few hints in relation to your intercourse and 
duties with the parents of your pupils. 

Your sincere friend, 

C. 



LETTEE VI. 

PARENTxVL CO-OrERATTON. 

My dear Friend : — 

The highest success of a school demands the 
united and harmonious efforts of three parties, — 
teachers, parents, and pupils. If you would hope 
to be truly successful in your labors, you must not 
only have your own efforts earnest and judicious, 
but you must also be able to devise means and 
adopt plans that will awaken and keep alive an in- 
terest on the part of your pupils and their parents. 
It will be my purpose in this letter to offer a few 
hints in this direction. 

Yoti must manifest a deep Interest in your Daily 
Work. — If you possess true enthusiasm, and labor 
with a will and with efficiency, your pupils will 
not only imbibe of your spirit, but they will im- 
part it to their parents. Let your scholars see 
that you feel a sincere interest in their studies, and 
that you take delight in their improvement ; let 
them see that you are ever devising plans which 
will tend to make their lessons more intelligible, 
pleasant, and profitable, and they will be quickened 



68 THE teacher's assistant. 

Interest in your Work. 

in their efforts and cheered in their labors. " 
motlier ! " said a little girl, " I never loved to go to 
school till this term, and now I don't wish to be ab- 
sent a single hour." " But why," said the mother, 
" are you so much interested in your school now ? " 
" Because, mother, our teacher is so pleasant and 
kind. She always helps us all she can, and then 
she makes our lessons so interesting ! All the 
scholars love her, and mean to do all they can to 
please her." 

Do not, however, imagine that you are to gain 
the good-will of your pupils by an easy discipline, 
or by making the lessons so simple' as to excuse 
them from all mental effort. Pupils like order and 
study, if secured in the right way. Teach them 
how to study. Cause them to feel that they have a 
special interest in the prosperity of the school, and 
that they will be doing the most for themselves, 
when they are earnestly co-operating with you, by 
yielding an implicit, prompt, and cheerful com- 
pliance with your wishes and requirements. Make 
them realize that your success and theirs are identi- 
cal. If they tlius feel an interest in you and your 
efforts, they will not be slow in making their feel- 
ings known at the home fireside. 

Visit the Homes of pour Pupils. — Do this for 
your own good, and for the good of your pupils 
and their parents. These visits, made in the right 
spirit, will give you an influence that will be worth 
much to you, and prove valuable in all your labors. 



PARENTAL CO-OPERATION. GO 

Visits to Parents. 

Make them occasions for learning all you can in re- 
lation to the home influences, which conspire to aid 
you, or to counteract your efforts. It will tend to 
please both parents and children to see that you 
have an interest in them, that extends beyond the 
limits of the school-room. But that these visits 
may prove mutually pleasant and profitable, mani- 
fest a friendly and cheerful spirit. Exhibit no an- 
gular points of character or disposition, but strive to 
make your conversation both agreeable and benefi- 
cial. If questioned by the parents, in reference to 
the progress or deportment of their children, give 
prudent and truthful answers. Do not feel that 
you must utter words of commendation. If there 
has been a lack of interest in study, or a disregard 
of the rules of the school, or misconduct of any 
kind, say so in the spirit of kindness and courtesy, 
and ask for friendly sympathy and co-operation in 
your endeavors to secure better results. Unless 
you, and the parents for whom you labor, can have 
a singleness of purpose and union of action, you 
cannot reasonably expect to accomplish much that 
will be desirable. Diversity of opinion, alienation 
of feeling, or want of harmony in action, between 
teachers and parents, will in results prove like " a 
house divided against itself." In all your acts and 
words study for those things which make for peace, 
and be strictly careful not to utter words or perform 
acts that will "need to be repented of"; and be 
not over-sensitive in regard to what may be said to 
you, or of you. So live, so act, and so speak, that 



70 THE teacher's ASSISTANT. 

Visits from Parents. 

words of scandal or misrepresentation will fall 
powerless. If parents prefer charges, or utter com- 
plaints, listen in a spirit of candor, — answer in a 
spirit of frankness and conciliation. Many teachers 
prove their own worst enemies by uttering un- 
guarded words, or doing imprudent or injudicious 
things. They should strive to be " as wise as ser- 
pents, but harmless as doves." 

Invite the Parents to visit the School. — This is 
of the greatest importance. It will do them good, 
encourage you, and stimulate and cheer your pupils. 
But when such visits are made, put on no unusual 
airs, make no attempt at parade or show, neither 
strive to exhibit the proficiency of your best schol- 
ars. Go on with the regular exercises of the school, 
and if some pupils fail to answer, or make blunders, 
do not make a bad matter worse, by saying, — as I 
have often heard teachers say, — "I never knew my 
scholars do so badly before ; they always do the 
worst when I have company ! " You know that 
some of them will fall short of the true standard 
every time they recite, and there is no reason wliy 
you should be unwilling to have visitors see your 
school as it actually is. Let them see that you 
daily meet with difficulties, and that, with all your 
efforts, you cannot always get the results you may 
desire. If you attempt anything unusual wlicn 
company is present, you will fail to meet your own 
expectations, or those of your visitors, and perhaps 
forfeit the confidence and respect of your pupils. 



PARENTAL CO-OPERATION. . 71 

Special Occasions. 

You will find some advantages in having special 
seasons for the visits of parents, in addition to those 
of an every-day nature. Exercises in declamation, 
composition, etc. possess more than ordinary in- 
terest for visitors. Let such exercises be given 
occasionally, not as evidence of proficiency in daily 
studies, hut as an exhibition of what can be done 
in particular departments. Examinations and ex- 
hibitions are both important auxiliaries in school 
matters ; but the latter should in no instance be 
made a substitute for the former. 

I will not enlarge on the subject of this letter, 
but will merely urge that you make every suitable 
effort to awaken and increase parental interest in 
school matters, ever bearing in mind, that, "^s is 
the teacher, so will be the school"; and, "^5 are 
the parents, so will be both teacher and pupils ." 

Your sincere friend, 

C. 



LETTER VII. 



MORAL INSTRUCTION. 



My dear Friend : — 

You seem anxious to know what you can do for 
the moral culture of. your pupils, and how you may 
influence them to act from pure and honorable mo- 
tives. This is all-important, and I rejoice that your 
thoughts incline in this direction. It has too often 
been the case in our schools, that the intellect has 
been cared for, while the moral nature has been 
neglected. But if it is true that " out of the heart 
are the issues of life," how important is it that the 
source of these issues be made pure ? It should be 
the constant and earnest endeavor of every teacher 
so to train his pupils that the finer and nobler feel- 
ings of the heart shall be developed and strength- 
ened. A brilliant and cultivated intellect may daz- 
zle and attract only to poison and destroy, unless 
chastened and controlled by right heart-training. 
True education implies the proper culture of all the 
faculties of the heart and intellect, and the right 
development of the physical powers. Of these, the 
first-named is the most essential, and any system of 



MOUAL INSTRUCTION. 



Improve Opportunities. 



education which neglects to provide for this is sadly- 
defective. 

You are doubtless ready to assent to the truth of 
this, and are almost impatient to know how you 
shall do what you so strongly feel ought to be done. 
I can, of course, give you no specific and undevi- 
ating directions. I can merely give you a few 
hints. If your heart is alive to the true magnitude 
of the subject, these hints may be valuable ; but if 
you have no deep and abiding interest in it, more 
full and definite directions would prove " like water 
spilled on the ground." In the first place I would 
say, avoid all set and formal lessons in moral science 
for young pupils. There is a fit time, and place, 
and manner in which to say and do things for the 
heart's good. Precisely when, where, and how 
these may occur, I cannot tell you ; nor can any 
one. They must depend on circumstances, and 
these can be known only by yourself. It may be, at 
the opening of the school, during some recitation, 
on the play-ground, or after the close of the school. 
It may be, when God speaks in the thunder, smiles 
in the flowers, or blesses in the bounteous fruits. 
It may be in the school-room, by the wayside, or in 
the grove. At any time, in any place, and in many 
ways, there will be opportunities to reach the heart 
by the " still, small voice," uttered in tones of kind- 
ness and love. Seek every opportunity, and im- 
prove it. 

But, if you would succeed in making any true 
and lasting impressions, you must yourself be a 
? 



74 THE teacher's assistant. 



An Instance. 



" living epistle," read and felt by your pupils. 
What you would have them become^ you must be, — 
a bright and consistent example of all that is lovely 
and lova1)le, / You must not only point to the right, 
but lead the way, and l)y your own cheering words 
and kindly acts lure the " little ones " to follow you. 
You cannot force them to be good ; you cannot 
scold them into the true path. 

Sometimes it will be well for you to labor with 
individual pupils ; but you m-ay, more frequently, 
perhaps, make general application of your efforts. 
Boys sometimes err and do wrong without any pre- 
meditation, — without realizing the nature of their 
doings. You may have several pupils guilty of the 
same fault in kind, if not in degree. In such case, 
some general remarks may best serve to accomplisli 
the desired end. But at all times, and under all 
circumstances, you should strive to impress upon 
the hearts of your pupils^fli sense of their responsi- 
bility to a higher power. Lead them to feel, that, if 
they would be truly successful in eradicating their 
wrong habits, and resisting the temptations to sin, 
which will be sure to assail them, they must look to 
their Heavenly Father for guidance and support. 

Biit let me suppose a case, — one which may oc- 
cur. You learn that during recess, upon the play- 
ground, two boys have been guilty of quarrelling. 
Their names are Peter and James. You call them 
to an account at the proper time ; but not until 
all anger has subsided, and the boys have had 
time for reflection. We will suppose that the fol- 



MORAL INSTRUCTION. 75 

The Teacher's Course. 

lowing conversation takes i3lace in presence of tlio 
school. 

Teacher. " I am very sorry to know that yon 
have been quarrelling. You have been guilty of a 
great wrong. You have not only wronged your- 
selves, but you have wronged me and the school ; 
and, more than all, you have wronged your Maker, 
that good being who gives you all your blessings. 
I know not which commenced the wrong, but you 
are both guilty, and deser\T^ng of punishment." 
Peter. " He struck me first." 
James. " Well, he called me names." 
Teacher. " I understand ; you have both done 
wrong, and you give no good reason for so doing ; 
indeed, you cannot give any. Peter says James, 
struck him first, and James gives as a reason for his 
wrong-doing, that Peter called him names. Both 
these acts were wrong, and the only excuse you 
give is, that each of you did wrong because the 
other did. If one is more guilty than the other, it 
is he who commenced the difficulty. Peter did 
wrong in ' calling names,' but in this he injured 
himself much more than he did James. Remem- 
ber, my young friends, that, if some one calls you 
' fools,' it will not injure you, unless you make 
yourselves such by foolish acts. Be right and act 
right, and no one can injure you half so much as 
you can injure yourselves by one wrong or foolish 
act. No other person has half the power to injure 
you that you have to injure yourselves." 

With a few such general remarks as these, the 



76 THE teacher's assistant. 

A Stoiy. 



subject may be left for the reflection of the offend- 
ers, who, at another hour, should receive a more pri- 
vate and particular direction. The main points in 
the general remarks should be to lead the pupils 
to see that it is no excuse for them to do wrong to 
others because others have done wrong to them ; and 
also to cause them to feel that no one can injure 
them so much as they can injure themselves. 

Within a year or two an excellent little book has 
been published, for the purpose of aiding the teacher 
in imparting moral instruction. It is entitled " Cow- 
dery's Moral Lessons " ; and I will give one or two 
of the stories, accompanying them with a few sug- 
gestive hints. 

* Let me suppose that you discover, on the part of 
some of your pupils, a wayward disposition, — an 
inclination to disregard the wishes of their parents, 
— a feeling that they will not be under the control 
of any one, — a sort of pride in showing that they 
will have their own way, regardless of the directions 
or wishes of their parents, — a sort of an impression 
that it is humiliating to submit to any authority, 
and particularly that of a mother. Read to them 
the following story, and accompany it by such re- 
marks as will readily suggest themselves as perti- 
nent. 

" I was sitting by a window in the second story 
of one of the large boarding-houses at Saratoga 
Springs, thinking of absent friends, when I heard 
shouts of children from the piazza beneath me. 

" ' yes ! that 's capital ! so we will ! Come our 



MORAL INSTRUCTION. 77 



True Courage. 



now ! there 's William Hall ! Come on, William ! 
we 're going to have a ride on the circular railway ! 
Come with us ! ' 

" ' Yes, if my mother is willing. I will run and 
ask her,' replied William. 

" ' Oh ! oh ! so you must run and ask your ma ! 
Great baby, run along to your ma ! Are n't you 
ashamed ? I did n't ask my mother.' 

" ' Nor I,' ' Nor I,' added half a dozen voices. 

"'Be a "man, William,' cried the first voice; 
' come along with ns, if you don't want to be called 
a coward as long as you live ; — don't you see we 're 
all waiting ? ' 

" I leaned forward to catch a view of the children, 
and saw William standing with one foot advanced, 
and his hand firmly clenched, in the middle of the 
group. He was a fine subject for a painter at that 
moment. His flushed brow, flashing eye, compressed 
lil3, and changing cheek, all told how the word 
' coward ' was rankling in his breast. ' Will he in- 
deed prove himself one, by yielding to them ? ' 
thought I. It Avas with breathless interest' I lis- 
tened for his answer ; for I feared that the evil prin- 
ciple in his heart would be stronger than the gQod. 
But no. 

" ' I will not go without asking my mother,' said 
the noble boy, his voice trembling with emotion. 
' I am no coward, either. I promised her I would 
not leave the house without permission, and I should 
be a base coward, if I were to tell her a wicked 
lie ! ' " 

7* 



78 THE teacher's assistant. 

The Peaches. 



If yoii have occasion to reprove a selfish disposi- 
tion, and encourage kind and benevolent feelings 
and acts, read the following story, from the Ger- 
man : — 

" WHO DID THE BEST WITH HIS PEACH. 

" On returning from the city, one day, a gentle- 
man took home with him five of the finest peaches 
he could procure. He divided them among his 
four children, retaining one for their mother. The 
children rejoiced over them exceedingly. 

" In the evening, before the children retired to 
their chamber, the father questioned them by ask- 
ing, ' IIow did you like tlie soft, rosy peaches ? ' 

" ' Very much indeed, dear father,' said the eldest 
boy ; ' it is a beautiful fruit, — so soft and nice to 
the taste ! I have preserved the stone, that I may 
cultivate a tree.' 

" ' Right, and bravely done,' said the father ; 
* that speaks well for regarding the future with care, 
and is becoming in a young husbandman.' 

" ' I have eaten mine and thrown the stone away,' 
said the youngest ; ' besides, mother gave me half of 
hers. 0, it tasted so sweet, and so melting in my 
mouth ! ' 

" ' Indeed,' answered the father ; ' thou hast not 
been prudent. However, it was very natural and 
childlike, and displays wisdom enough for your 
years.' 

" ' I have picked up the stone,' said the second 
son, ' which my brother threw away, cracked it, and 



MORAL INSTIIUCTION. 79 

Acting a Lie. 

eaten tlie kernel ; it was as sweet as a nut to the 
taste ; bnt my peach I have sold for so much money, 
that, when I go to the city, I can buy twelve of them,' 

" The parent shook his head reprovingly, saying, 
' Beware, my boy, of avarice. Prudence is all very 
well, but such conduct as yours is unchildlike and 
unnatural. Heaven guard thee, my child, from the 
fate of a miser.' 

" ' And you, Edmund ? ' asked the father, turn- 
ing to his third son, who frankly and openly replied, 
' I have given my peach to the son of our neighbor, 
— the sick George, who has had the fever. He 
would not take it, so I left it on his bed, and I have 
just come away.' 

" ' Now,' said the father, ' who has done the best 
with his peach ? ' 

" ' Brother Edmund ! ' the three exclaimed aloud ; 
' Brother Edmund ! ' 

" Edmund was still and silent, and the mother 
kissed him, with tears of joy in licr eyes." 

If you discover a disposition to evade the truth, 
to act the false part, read the * following story, and 
lead your pupils to feel that they may be quite as 
guilty for acting lies, or withholding the truth, as 
in uttering the lie direct. In some cases it may 
even be more mean. 

" ' Why, Alfred, how could you tell mother that 
wrong story ? ' said Lucy Somers to her brother. 
' You know you did eat one of the apples that was 
in the fruit-dish, yet you told mother you did not.' 



80 THE teacher's ASSISTANT. 

True Obedience. 



" ' Now, Lucy, I did n't tell any lie about it at 
all,' said Alfred. ' Mother asked me if I took one 
of the apples from the dish, and I said. No. And 
that was true, for the apple rolled off from the top 
of the dish, when I hit the table, and I picked it 
up from the floor. Mother did not ask me if I ale 
one, but if I took one from the dish. kSo you see I 
got along finely with it, and told nothing but the 
truth.' " 

Can you not make siich a story the medium of 
good moral impressions, and cause your pupils to 
feel that, if they would appear truthful to Him who 
knows the heart, they must live and act the truth, 
as well as speak it ? 

Sometimes boys do forbidden acts, relying on the 
kiiidness of their parents, or teachers, for overlook- 
ing the error. Read to them the following : — 

" A boy was once tempted, by some of his com- 
panions, to pluck some ripe cherries from a tree, 
which his father had forbidden him to touch. 

" ' You need not be afraid,' said one of them, ' for 
if your father should find out that you had taken 
them, he is so kind that he would not punish you.' 

" ' That is the very reason,^ replied the noble boy, 
' why I will not touch them. It is true my father 
would not hurt me, but I know my disobedience 
would hurt my father, and that would punish me 
more than anything else.' " 

In endeavoring to make correct moral impres- 
sions by repeating particular texts of Scripture, be 



MOn.VI. IXSTRUCTION. 81 

Anecdote. 

sure tliat the spirit of the quotation is comprehended. 
The following will show how wide of the true mean- 
ing the young will sometimes strike. 

" ' A little boy, getting angry with his sister in 
their play, struck her. She cried out, ' Ma, ma, 
Ludder knock me ! budder knock me ! ' 

" ' well, my daughter,' said the mother, ' don't 
mind it ! Just run up and kiss your little brother, 
and heap coals of fire upon his head.' 

" The little girl ran up and kissed her brother, 
and then said, ' Where is the shovel, now ? where is 
the shovel ? ' 

" This, we apprehend, is l)y no means a peculiar 
perversion of the moral teachings of Christ." 

If you can instil into the hearts of your pupils a 
true regard for truth, so that not only all their 
words, ])ut all their acts, shall bear the impress of 
truthfulness and honesty, you will accomplish much 
in the right direction. I have sometimes thought 
teachers erred in being unduly suspicious of their 
pupils, exhibiting a lack of confidence in them. It 
is better, unless a piipil has really deceived you, 
and forfeited all claim to your respect, to confide in 
him, and cause him to feel that you consider him 
as incapable of doing a wrong or unworthy act. It 
is better to confide and occasionally be deceived, 
than never to confide. 

Never tempt a child to tell an untruth, or to give 
a false reason for an act. This may be done in 
various ways, but more frequently through fear of 



82 THE teacher's assistant. 

Wordsworth's Views. 

threatened punishment. Cause a child to feel that 
deception and prevarication are always despicable, 
— and that any one guilty of them deserves punish- 
ment, — and, at the same time, lead him to feel that 
a full and candid confession of an error is alike 
right and manly. Children do and say many things 
for which they can give no good reason, and parents 
and teachers often tempt them to give a false reason 
by unduly insisting iipon having some reason for 
an act performed, or an expression made. Words- 
worth has thus beautifully expressed the same idea 
in the following 

METRICAL LESSON. 

" I have a boy of five years old ; 
His face is fair and fresh to see ; 
His limbs are cast in beauty's mould, 
And dearly he loves me. 

** One morn we strolled on our dry walk 
Our quiet home all full in view, 
And held such intermitted talk 
As we are wont to do. 

" My thoughts on former pleasures ran ; 
I thought of Ivilve's delightful shore, 
Our pleasant home when Spring began, 
A long, long year before. 

" A day, it was, when I could bear 
Some fond regrets to entertain ; 
With so much happiness to spare, 
I could not feel a pain. 

" The green earth echoed to the feet 

Of lambs, that bounded through the glade, 
From shade to sunshine, and as fleet 
From sunshine back to shade. 



MORAL INSTRUCTION. 83 

Jletrical Lesson. 



" Birds warbled round me, — every trace 
Of inward sadness had its charm ; 
' Kilve,' said I, ' was a favored place. 
And so is Liswyn farm.' 

" My boy was by my side, so slim 
And graceful in his rustic dress ; 
And, as we walked, I questioned him, 
In very idleuQgs. 

'" ' Now, tell me, had you rather be,' 
I said, and took him by the' arm, 
' On Ivilve's smooth shore, by the green sea 
Or here at Liswyn faiTU t ' 

" In careless mood he looked at me, - 
While still I held him by the arm. 
And said, ' At Kilve I 'd rather be 
Than here at Liswyn farm.' 

" ' Now, little Edward, say why so ; 
My little Edward, tell me why.' 
* I cannot tell, I do not know.' 
' Why, this is strange,' sai(^I; 

" ' For here are woods, and green hills warm ; 
There surely must some reason be 
Why you would change sweet Liswyn farm 
Eor Kilve by the green sea.' 

" On this my boy hung down his head ; 

He blushed with shame, nor made reply ; 
And five times to the child I said, 
' Wliy, Edward, tell me why.' 

" His head he raised, — there was in sight — 
It caught his eye, he saw it plain — 
Upon the house-top, glittering bright, 
A broad and gilded vane. 



84 THE teacher's assistant. 

Closing Hints. 



" Then did the boy his tongue unlock ; 
And thus to me he made reply : 
' At Kilve there was no weathercock, 
And that 's the reason why.' 

" O dearest, dearest boy ! my heart 
For better lore would seldom yearn, 
Could I but teach the hundredth part 
Of what from thee I learn." * 

Be not regardless of the lesson contained in the 
above lines. It is an important one, — one that 
should be heeded by every teacher and parent. At 
all times do what you can to encourage an honest 
expression of views and feeling ; but do not forget 
that young children may sometimes be unable to 
give a definite reason for preferences they may feel. 

I will close this letter by enumerating several 
particulars in relation to which you should strive 
to cultivate correct moral impressions, and secure 
right moral action. At appropriate times, read sto- 
ries or relate anecdotes wliich have a bearing upon 
tliese subjects, and do what you can to quicken and 
strengthen the better feelings of the heart, and call 
into action all those refined and moral susceptibili- 
ties whicli tend most to elevate and ennoljle human 
nature. In doing this it will not l)e necessary that 
you should advance any ideas of a sectarian bearing. 
You may say and do all that may be essential, with-" 
out manifesting any of those distinctive preferen- 
ces which will be offensive to others. Moral and re- 
ligious duties and obligations you may teach and 



MORAL INSTRUCTION. 85 

Subjects named. 

enforce ; but theological dogmas and discussions 
belong not to J;lic school-room. Be judicious, and 
you may accomplish much on each of the following 
subjects : — 

Obligations to our Creator. 

Duties to parents ; to teachers ; to brothers and 
sisters ; to friends and companions ; to strangers ; 
to the unfortunate. 

Obedience to parents and teachers: should be 
prompt and cheerful, and not forced and reluctant. 

Patience and perseverance. 

Diligence. 

Self-control, — both in cases of personal danger 
and in times of provocation. 

Benevolence and selfislmess, — contrasted. 

Generosity and covetousness, — contrasted. 

Anger, — government of passions. 

Cruelty to animals. 

Neatness in appearance and habits. 

Punctuality. 

Gentleness, — in word and deed. 

Duty to obey the laws. 

The golden rule. 

Doing good to all, — even to those who injure us. 

Speaking evil of others. 

Make promises with caution, — fulfil with prompt- 
ness. 

True courage is daring to do right. 

Think the truth, — speak the truth, — act the 
trutli. 

Honesty in word and deed. 



86 THE TEACHliR's ASSISTANT. 

Subjects. — Continued. 

Bad habits. 

School duties. • , 

Courtesy, — politeness. 

Forgiveness of injuries. 

On use of profane or improper language. 

Fidelity to every trust. 

Labor conquers all things. 

Avoid bad company. 

It is better to suffer wrong than to do wrong. 

Falsehood ; deception ; prevarication. 

Always safe to do right, — never safe to do wrong. 

Guard against little sins and trifling errors. 

Whatever is worth doing at all, is worth doing 
well. 

On the above, and kindred topics, you may safely 
strive, by " word and example," to exert an influ- 
ence which shall be for the true good of your pupils. 

Your sincere friend, 

C. 



LETTER VIII 



ORAL TEACHING. 



My dear Friend: — 

You wish to know what prominence you shall 
attach to oral instruction, — to what extent you 
shall use it, and liow, when, and where. The ques- 
tion, in all its bearings, is an important one. Let 
us consider the subject. Not many years ago it was 
the nearly universal practice in schools, to conduct 
all recitations in strict accordance with the langviage 
of the text-book, — the teacher asking the printed 
question, tlie pupil giving the printed answer. To 
some extent the same plan is adopted in many 
schools at the present time. The practice, when- 
ever and wherever pursued, will not lead to true de- 
velopment of mind. The evil results of this course 
have become apparent, and educational lecturers 
and writers have called attention to the subject, 
and urged reform. They have declaimed and writ- 
ten against it, and wisely and strongly contended 
for a change. But, in education, as in other con- 
cerns, one extreme is very apt to follow another. In 
advocating the importance of oral teaching, many 
went too far, and gave undue prominence to the 



88 THE teacher's assistant. 

Oral Teaching. 



svibject. Some teachers went so far as to contend 
that oral teaching was the only true method, and 
that text-books should be almost, if not altogether, 
discarded. I recollect a visit, many years ago, to a 
school kept by a man somewhat advanced in years, 
who was taken captive by the phrase " oral teach- 
ing." No pupil had a book before him, but the 
teacher was attempting to amuse and instruct them 
by telling stories, they very listlessly hearing. This 
he considered the very acme of oral instruction, 
and yet the stories he told had not the remotest 
bearing upon the school, or any of its appropriate 
exercises, nor were they in any sense adapted to 
awaken mind, or impart moral pi-ecepts. But you 
will readily see that this man was adopting a course 
quite as erroneous as the former, — tending, as it 
would, to relieve the pupil from true mental disci- 
pline, and to weaken his self-reliance. 

The true course is a medium one, — a judicious 
blendhig of the two ; and those teachers will be 
the most successful who properly unite the two 
modes. The objection to the old method was not 
so much to the use of the text-book, as to the im- 
proper and excessive use of it. The book should 
be used by the pupils, and its contents be learned. 
The important truths and principles of each lesson 
should, if possible, be comprehended. If they are 
clearly understood, they may be, and should be, 
clearly expressed. In order that a pupil's knowl- 
edge of a lesson may be ascertained, the teacher 
should freely use the oral method, and ask such 



ORAL TEACHING. 89 



Mere Word-Definitions not enough. 



questions as will thoroughly test the ability and 
comprehension of the pupil. In conducting a reci- 
tation, the teacher should not feel confined to the 
mere questions of the book. With a clear under- 
standing of the subject, he should strive, by inciden- 
tal remarks and illustrations, and by judicious ques- 
tions, to awaken thought, and secure true mental 
discipline. 

Even the simplest questions in geography, gram- 
mar, etc. may be expanded and varied, and made 
suggestive of other questions ; and the oral method 
should be mainly applied to secure this expansion 
and variation. The first question in geography 
usually is, " What is geography ? " and the printed 
answer is, " A description of the earth." But how 
few pupils, taught merely by rote, have any clear 
and well-defined knowledge of the suljject. A pupil 
may give a word-definition of a cape^ an island^ 
peninsiila, isthnms, etc., without really possessing 
any correct conception of the object or thing thus 
defined. It should be the duty and aim of the 
teacher to ask such questions, and use such illus- 
trations, as will make an accurate and permanent 
impression on the mind. 

If the lesson be in arithmetic, and some particu- 
lar rule is under consideration, let the teacher pro- 
pose such questions as will tend to elucidate the 
subject, and test the scholar's comprehension. For 
instance, if the lesson is in Interest, much of tlie 
time devoted to the recitation may be most profit- 
ably used by asking questions aside from those con- 

8* 



90 THE teacher's ASSISTANT. 

Object Lessons. 



tained in the book, though involving the same prin- 
ciple. At every step the teacher may properly and 
profitably propose questions, uniformly remember- 
ing that his true object is to awaken thought, and 
promote right and wholesome mental development 
and discipline ; or, in other words, to teach his 
pupils how to think, to investigate, to understand. 
In attempting to favor oral teaching, some have 
fallen into an excess of talking. To tell a child a 
fact, is not half as valuable to him, in many in- 
stances, as some hint or indirect aid, by which he 
would be led to make the discovery himself, in part, 
if not entirely. In no case regard oral teaching as 
an entire substitute for the book, but merely as an 
accompaniment for the purpose of confirming, eluci- 
dating, and expanding the lessons of the book. 
With very small children, for a time, most of the 
instruction should be of the oral kind. But here, 
even, great caution is necessary, in order that oral 
teaching may not degenerate into mere talk. Ob- 
jects should form the basis of many of the lessons for 
the youngest pupils in our schools ; and it should 
be the constant aim of the teacher to ask such ques- 
tions as will awaken thought in the mind of the 
child. Such lessons will be given without a book, 
and, of course, will be wholly oral. It is quite an 
error to suppose that a child must be told every- 
thing that he does not know. The true way is, for 
the teacher to ask questions and give suggestive 
hints ; but, in most cases, to leave some point for 
further thought and investigation on the part of the 



ORAL TEACHING. 91 



A Specimen Lesson. 



pupil. The mechanic, who should hope to make an 
accomplished workman of an apprentice, by doing 
all the work for him, instead of requiring him to 
practise for himself, would be no more unreasonable 
than those teachers who attempt, by mere talking, 
to awaken thought and secure mental growth. I 
will illustrate my idea of an oral object lesson by 
giving an example. I will give other examples in 
a future letter. I will suppose that the teacher 
points to the side of the school-room, to the plas- 
ter wall, and that the following conversation takes 
place. I would, however, recommend that your 
usual practice be, to ask a question with the under- 
standing that all who think they can answer will 
raise the right hand, and that some one be selected 
to give an answer, and if any have a different an- 
swer, let them be called upon to give it. 

Teacher. " Now, children, give attention. I 
wish to ask you a few questions. Let us see who 
will answer the most. What do we call this ? " 

Pupils. " The wall, or side of the room." 

Teacher. " Very well. Of what is it made ? " 

Pupils. " Of plaster." 

Teacher. " Yes, we call it plaster. Of what is 
plaster made ? " 

Pupils. " Of lime." 

Teacher. " Is lime the only article in plaster ? " 

One Pupil. " I saw the masons put in some 
hair." 

Another. " And I saw them put in sand." 

Teacher . " You are both right. Hair and sand 



92 THE teacher's assistant. 

The Tendency. 

are both used in making plaster. Can you tell 
what it is called before it is placed upon the wall ? " 

One Pupil. " My father calls it mortar." 

Teacher. " Yes, that 's right. In making mor- 
tar you say lime, hair, and sand are used. Can you 
tell me why hair is used ? " 

After some hesitation, one pupil says, " I guess it 
is used to hold the mortar together better." 

Teacher. " Very good. Now can any one tell 
me why sand is used ? " 

All hesitate, and no one offers an answer. The 
teacher then says, "As no one knows why sand is 
used, we will wait until to-morrow, and see if you 
can find out. Perhaps your parents will tell you, 
or, if not, you must ask a mason. How many of 
you will try to find out why sand is used, and tell 
me to-morrow ? (All hands raised.) I wish you 
would also try to tell me all you can about lime, of 
what, and how, it is made, where it is made, and 
for what used besides in making mortar. We will 
talk about lime at our next lesson." 

It will be readily seen, that pupils would go home 
from a brief lesson of this kind abounding in in- 
quisitive questions. Father and mother, brother 
and sister, and all whom they meet, will be interro- 
gated for information ; and the whole neighborhood 
will be made fully sensible that a school exists, and 
that an active, efficient, live teacher is at the head 
of it. 

Your sincere friend, 

C. 



LETTER IX. 



RECITATIONS. 



Mt dear Friend : — 

Much of your success and usefulness as a teacher 
will depend upon the manner in which you conduct 
recitations. In some schools but little benefit re- 
sults from these exercises ; indeed, m some cases 
they are prejudicial to the true advancement and 
improvement of the pupils. 

For what are recitations designed? I answer, 
briefly, to atford the teacher an opportunity, not 
only for ascertaining what the pupil does know in 
relation to the passing lesson, but also (and this is 
more important) what he does not know, — that 
light may be imparted when and where really 
needed, and that more effort on the part of the 
learners may be required and encouraged, when 
and where it may seem desirable and essential. I 
will give you a few brief hints on several points. 

Assignment of Lessons. — Much care and judg- 
ment should be used on this point. Lessons should 
be neither too long nor too short. It would not be 
well to assign a lesson that would severely tax the 



94 THE teacher's assistant. 

System. — Record. 

ability of the best pupil in the class, nor would it be 
well to give one that the dullest member could 
readily learn. A lesson adapted to the capacity of 
the medium talent of the class will be right, — one 
that will require close application on the part of the 
dullest members. 

Regularity and System. — Have a regular time 
for each exercise, and let it receive attention at 
the right time. Let not one lesson encroach upon 
the time that belongs to another. After classifying 
your school, and learning what is to be done, strive 
judiciously to apportion your time and attention to 
the several classes as circumstances may require, — 
neglecting none, giving no undue prominence to 
any. See that your pupils move in an orderly and 
quiet way to and from the place of recitation. 

Keep a Record of each Recitation. — This will 
have a good influence over the pupils, and incite 
them to diligence. It will also be a convenient 
form in which to exhibit to parents and visitors the 
character of the various recitations. The scale for 
marking may vary according to circumstances or 
range of studies. Prom to 3 will answer in most 
schools. If a recitation is perfectly satisfactory, let 
it be indicated by 3 ; if a little defective, by 2 ; if 
unsatisfactory, by 1 ; and if entirely faulty, by 0. 
The scale of marking may in some cases be extended 
to 5, or even to 10. At another time I will give 
you a form of record. (See Appendix.) 



RECITATIONS. 95 



Teach the Subject. 



Blake Preparation for the Recitation. — Though 
the lesson may be one which has previously received 
attention, and occupy ground that may seem familiar 
to you, it will still be desirable for you to examine 
the same with reference to the anticipated recitation. 
Perhaps some new mode of explaining principles, or 
some anecdote for illustrating, may occur to your 
mind whereby you may impart fresh interest to the 
lesson. So far as possible, I would advise that you 
examine each lesson with a special reference to its 
proposed recitation. 

Teach the Subject, and not mere Words. — It 
has been a very common fault of the teaching in 
our schools, that it has been too formal, — too much 
confined to the language of the text-books. Teach- 
ers have asked the questions from the books, and 
pupils have repeated the answers as contained in 
the book. This may be well to a certain extent, 
and yet such a course alone constitutes but a small 
part of a true recitation. Words without ideas arc 
but little worth, — but little worth only as the 
clear exponents of ideas. A pupil may be able to 
repeat the words of a grammar from beginning to 
end, and yet have no clear and well-defined ideas of 
the structure or analysis of language. If he has 
learned mechanically, no thoughts have been awak- 
ened, no valuable impressions have been made. 
With a view to testing the understanding of your 
pupils, and awakening thoughts, ask many inciden- * 
tal questions, such as are not contained in the text- 



96 THE teacher's assistant. 

Attention. — Exactness. 

book, but such as are pertinent to the subject under 
consideration. It is not unfrequently the case that 
a pupil may perform certain operations with the 
text-book or a given model under his eye, and yet 
not clearly comprehend the principles involved. In 
all your teaching, consider that your true duty 
is to awaken thought, to encourage investigation, 
to lead your pupils to examine, to think for them- 
selves. 

Insist on Attention. — It is too often the case, that 
the benefits of a recitation are lost through the list- 
lessness or inattention of members of the class. Let 
your pupils clearly understand that you will proceed 
with no exercise, unless you can have their strict 
attention. As one means of securing this, adopt no 
undeviating order for asking questions at a recita- 
tion. Ask the question, and then designate some 
one to answer the same. It should be deemed suffi- 
cient if the question is asked once distinctly, with 
the understanding that any and every member of 
the class is liable to be called upon for an answer. 
It is a good way to place the names of the class in a 
small box, and then, as you ask the question, take 
some name from the box, and have that decide from 
whom an answer is expected. 

Insist on Exactness, Promptness, and Energy. — 
^Pupils are prone to give partial or imperfect an- 
swers. These should not be regarded as satisfac- 
tory. One of the greatest advantages of a recitation 



RECITATIONS. 97 



Explanations should be Clear. 



consists in the accuracy, precision, and clearness 
■with which questions are answered. Require an- 
swers that shall be perfectly intelligible to all, such 
as will give the clearest evidence that the pupil 
comprehends the subject, and is not merely repeat- 
ing words that are to him meaningless. Also insist 
that answers be given promptly and energetically. 
Avoid, assiduously, a dull, monotonous, indistinct 
mode of reciting ; and with equal care avoid the 
" drawing-out process," by means of which " piece- 
meal " answers are obtained, or drawn out, by ask- 
ing certain leading questions. Let it be always re- 
membered, that a pupil is not, in any true sense, 
prepared with his lesson unless he can promptly, 
and without aid from any one, give a clear and full 
answer to the question proposed. 

Make all Explanations and Corrections plain and 
intelligible. — This is not always done by teachers. 
They seem not to realize the difference between 
their own minds and those of their pupils, and they 
are often too ready to believe that a principle or 
explana'tion must be as clear to the minds of their 
pupils as it is to their own, and yet the truth may be 
far otherwise. Two or three amusing illustrations 
occur to my mind. A certain te.acher was preparing 
his pupils for examination, and, I am sorry to say, 
practising a little special drill preparatory to the 
occasion. One pupil was to define "Faith," and, 
with a view to prepare the boy for his part, the 
teacher illustrated by using a teacup and an apple. 
'J 



98 THE teacher's assistant. 

Amusing Anecdotes. 

He first placed the apple under the cup, in presence 
of the pupil, and then said, " You know the apple 
is under the cup, because you saw me place it there. 
Now, Faith would cause you to believe that it was 
there, if I told you so, thoiigh you might not see me 
place it there." With words like these the subject 
was left, and on examination day, when the lad was 
asked to define Faith, he very promptly said, " It 
is an apple under a teacup." 

A little boy once came to the following passage in 
his reading lesson. " Abraham, Isaac, and Jacob 
were patriarchs." The little fellow read as follows : 
"Abraham, Isaac, and Jacob were partridges^ 
" No," says the teacher, " not partridges, hwi patri- 
archs ^ Very soon the lad came to the same word 
again, when, after a little hesitation, he looks into 
his teacher's face and says, " Here 's another of 
those queer birds, and I forget what you called it." 
If the teacher had explained the meaning of patri- 
arch, the pupil would not have 'made this error ; 
but the very manner in which the correction had 
been made led the lad to suppose that partridges 
and patriarchs were both birds, though not the 
same bird. 

A little girl was once called upon to define fer- 
ment, and gave as an answer, " to work," which 
was received as satisfactory. She was subsequently 
called upon to compose a sentence which should 
contain the word, and she wrote, "7/oye to ferment 
in the garden.''^ From these instances you will not 
fail to draw practical hints and inferences, 



RECITATIONS. 99 



Thoroughness. 



Encourage Thoroughness. — If possible, cause 
your pupils to learn thoroughly whatever they un- 
dertake to learn. Often impress upon their minds 
the *truth and importance of the maxim, " What- 
ever is worth doing at all, is worth doing well." 
Professor Davies, the distinguished mathematician, 
gives the following rules, which it would bo well 
for every teacher to observe : — 

1. Teach one thing at a time. 

2. Teach that one thing well. 

3. Teach its connections. 

4. Feel, and teach, that it is better to know 
everything of something, than to know something 
of everything. 

Encourage your pupils to ask questions in rela- 
tion to the lesson, or some point in the lesson. Be- 
fore they pass from the recitation-seat, say to them : 
" If there is any principle in the lesson which 
you do -not comprehend, or if I have not been un- 
derstood in my explanations, I wish you to say so 
freely. Our object is, not merely to attend to the 
recitation, but to understand the subject ; and very 
likely they who are most anxious to know, to loarn, 
will be most ready to ask questions." It may not 
always be advisable to give an immediate answer to 
every question that may be asked. You may think 
it best that the pupils investigate for themselves. 
In this case, give them a few suggestive hints, and, 
with words of encouragement, ask them to give 
more attention to the subject, and if they fail to dis- 
cover all they wish, you will explain more fully at a 



100 THE teacher's ASSISTANT. 

Drawing-out Process. 

future time. Always bear in mind, that it is not 
that which you do directly for your pupils that most 
benefits them, but that which you incite them, by 
expressions of encouragement, to do for thems(?lves. 
A simple hint, as a step to the desired information, 
will often be of more real benefit, than a direct com- 
munication of the knowledge sought. 

Studiously avoid the " Drawing-out " Process. — 
This is so admirably described and illustrated hj 
anothej?,* that I shall quote at some length his lan- 
guage. The " drawing-out " process " consists in 
asking what the lawyers call leading questions. It 
is practised, usually, whenever the teacher desires 
to help along the pupil. ' John,' says the teacher, 
when conducting a recitation in Long Di^dsion, 
' John, what is the number to be divided called ? ' 
John hesitates. ' Is it the dividend ? ' says the 
teacher. ' Yes, Sir, — the dividend.' ' Well, John, 
what is that which is left after dividing called ? — 
the remainder — is it ? ' ' Yes, Sir.' A visitor now 
enters the room, and the teacher desires to show off 
John's talents. ' Well, John, of what denomina- 
tion is the remainder ? ' John looks iipon the floor. 
' Is n't it always the same as the dividend, John ? ' 



* From the " Theory and Practice of Teaching," by David P. 
Page, A. M. ; a work of the highest merit, the twenty-fifth edition of 
which has already been issued by the publishers, A. S. Barnes and 
Burr, New York. It is a work wliich should be in the hands of 
every teacher, and will prove worth a hundred-fold its cost to any 
who will regard its hints. 



RECITATIONS. 101 



An Example. — Teaching History. 



' Yes, Sir.' ' Very well, John,' says the teacher, 
soothingly, ' what denomination is this dividend ? ' 
pointing to the work upon the hoard. ' Dollars, is 
it not ? ' ' Yes, Sir, — dollars.' ' Yery well ; now 
what is this remainder ? ' John hesitates. ' Why, 
dollars^ too, is n't it ? ' says the teacher. ' yes, 
Sir, dollars ! ' says John, energetically, while the 
teacher looks complacently at the visitor, to see if 
he has noticed how correctly John has answered ! 

" A class is called to he examined in History. 
They have committed the text-book to memory ; that 
is, they have learned the ivords. They go on finely 
for a time. At length one hesitates. The teacher 
adroitly asks a question in the language of the text. 
Tlius : ' Early in the morning, on the 11th of Sep- 
tember, what did the whole British army do ? ' 
The pupil, thus timely reassured, proceeds : ' Early 
in the morning, on the 11th of September, the whole 
British army, drawn up in two divisions, commenced 
the expected assault.' Here again she pauses. 
The teacher proceeds to inquire : ' Well, — Agree- 
ably to the plan of Howe, the right iving did what ? ' 

Pupil. '■Agreeably to the plan of Howe, the 
right wing — ' 

Teacher. ' The right icing, commanded by 
ivhom ? ' Pupil. ' Oh ! Agreeably to the plan of 
Howe, the right iving, commanded by Knyphausen, 
made a feint of crossing the Brandy wine at Chad's 
Ford,' etc." 

This is a very common way of helping a dull 
pupil out of a difficulty ; and I have seen it done so 

9* 



102 THE teacher's assistant. 

A further Example. — Yes, Sir. 

adroitly, before a company of visitors, that it was 
wonderful to see how thoroughly the children had 
been instructed ! 

I may further illustrate this drawing-out process, 
by describing an occurrence, which, in company 
with a friend and fellow-laborer, I once witnessed, 
A teacher, whose school we visited, called upon the 
class in Colburn's First Lessons. They rose, and 
in single file marched to the usual place, with their 
books in hand, and stood erect. It was a very good- 
looking class. ' ~ i^ 
' " Where do you begin ? " said the teacher, taking 
the l)ook. 

Pupils. " On the eightieth page, third question." 

Teacher. " Eead it, Charles." 

Charles. (Reads.) " A man l)eing asked how 
many sheep he had, said that he had them in two 
pastures ; in one pasture he had eight ; that three 
fourths of these were just one third of what he had 
in the other. How many were there in the other ? " 

Teacher. " "Well, Charles, you must first get 
one fourth of eight, must you not ? " 

Charles. "Yes, Sir." 

Teacher. " Well, one fourth of eight is two, 
isn't it?" 

Charles. " Yes, Sir; one fourth of eight is two," 

Teacher. " Well, then, three fourths will be three 
times two, won't it ? " 

Charles. " Yes, Sir." 

Teacher. " Well, three times two are six, eh ? " 

Charles. " Yes, Sir." 



RECITATIONS. 103 



Hard Mental Labor. 



Teaclicr. " Very well." (A pause.) " Now, 
the book says that this six is just one third of what 
he had in the other pasture, don't it"? " 

Charles. " Yes, Sir." 

Teacher. " Then if six is one third, three thirds 
will be — three times six, won't it ? " 

Charles. " Yes, Sir." 

Teacher. " And three times six are eighteen, 
aren't it?" 

Charles. " Yes, Sir." 

Teacher. " Then he had eighteen sheep in the 
other pasture, had he ? " 

Charles. " Yes, Sir." 

In relation to the above-described process, Mr. 
Page very justly remarks : " The teacher should at 
once abandon this practice, and require the scholar 
to do the talking at recitation. I need hardly sug- 
gest, that such a course of extraction at recitation, 
aside from the waste of time by both parties, and 
the waste of strength by the teacher, has a direct 
tendency to make the scholar miserably superficial. 
For why should he study, if he knows from constant 
experience, that the teacher, by a leading question, 
will relieve him from all embarrassment? It has 
often been remarked, that ' the teacher makes the 
school.' Perhaps in no way can he more effectually 
make an inefficient school, than by this drawing-out 
process.'' 

Cultivate a Self-reliant Spirit. — While undue 
boldness should be discountenanced at all times, a 



104 THE teacher's assistant. 

Encouragement. — Captain Hall. 

true spirit of self-reliance, based on a well-grounded 
confidence, should be studiously cultivated. A diffi- 
dent, self-distrusting spirit always causes its pos- 
sessor to appear at great disadvantage, while a de- 
gree of manly confidence, based on a true conscious- 
ness of understanding a subject, will give power to 
him who exercises it. Some pupils are naturally 
reserved, afraid to give utterance to their thoughts 
and ideas. Such need much kindness and encour- 
agement. A word or look of reproof will entirely 
crush out any feelings of confidence that may have 
existed. Deal gently with them, commending them 
for any approximation to what is desirable, rather 
than censuring them for defects and shortcomings. 
Kind and cheering tones and words have a won- 
derful power for good, while captious tones and 
frowning looks are extremely dispiriting in their 
effects. Captain Basil Hall illustrates the same 
ideas in the case of two sea-captains. It was the 
habit of one, as he came on deck, to look about to 
discover points for his approval. As he glanced at 
the decks, he would, with smiling countenance, say : 
" How white and clean you have got the decks to- 
day ! I think you must have been diligent all the 
morning, to have got them into such order." The 
other would, with sour looks and captious tones, 
seek for points to censure. If the decks were per- 
fectly clean and white, instead of noticing the same, 
he would seek for some trifling defect^ and, pointing 
to a bit of rope-yarn left under the truck of a gun, 
he would say : " I wish. Sir, you would teach these 



RECITATIONS. 105 



Make Recitations Interesting. 



sweepers to clear away that bundle of shakings ! " 
The influence of the former was like magic for pro- 
moting a kindly, co-operative spirit ; that of the lat- 
ter was promotive of a spirit of indifference, if not 
of opposition. Captain Hall very justly remarks: 
" It requires but very little experience of soldiers or 
sailors, children, servants, or any other kind of de- 
pendents, to show that this good-humor on our part 
towards those whom we wish to influence, is the best 
possible coadjutor to our schemes of management." 
Can you not profit from these hints ? 

Make Recitations Interesting. — This you may 
do in various ways, but in none more than in show- 
ing yourself to be interested. Indeed, if you feel 
deejily interested in the exercise, you will cause 
your pupils to feel the same. "As is the teacher, 
so will be the pupils," in this and many other par- 
ticulars. " Then be earnest, energetic, interested, 
if you would have your pupils be so. Seek to 
elucidate and enliven every lesson by appropriate 
illustration and pertinent anecdote. Expand the 
subject under consideration by stating facts and 
incidents additional to those contained in the book ;* 
and never feel satisfied with a recitation, unless you 
have full assurance that your pupils pass from the 
same with a clearer and more accurate comprehen- 
sion of the subject, than they had when they came 
to it. Be sure that at each recitation some truth or 
principle, new to your pupils, is developed, or some 
additional light imparted in relation to a subject or 
principle previously considered in part. 



106 THE teacher's ASSISTANT. 

Anecdote. — Throwing Stones. 

Efforts in themselves uninviting, and laborious 
even, may be made pleasant and attractive, by con- 
necting them with some agreeable object or associ- 
ation. The following anecdote will illustrate this 
point, and the same principle may often be used to 
advantage in school exercises. 

A certain man directed his son, on a given after- 
noon, to pick up the stones, which abounded in a 
small lot of land, and place them in a pile under 
the wall. The lad considered this very dull work 
for a holiday afternoon ; but, nevertheless, he went 
to work. His mates were happily playing in the 
street, not far distant. After working for a short 
time he left, and, joining the boys at their sports, 
took an early opportunity to suggest a new play ; 
and that was " to throw stones at a mark." " 
yes ! " shouted the boys, " that '11 be nice sport ; but 
where shall we go ? " " Why," says the lad first 
named, " over in my father's lot will be a capital 
place. There are stones enough there, and my 
father will let us throw as many as we please." At 
this the whole company rushed to the lot. The 
mark was placed by the interested lad in the very 
spot where he had already so tediously placed many 
of the stones, and in a very short time the lot was 
cleared of stones, and all the lads felt that they had 
had fine sport ; and no one enjoyed it with more 
relish, or participated more earnestly, than the very 
lad who had planned " the sport." From this learn 
a lesson. 

Your sincere friend, 

C. 



LETTER X. 



OBJECT LESSONS. 



My dear Friend : — 

In a pre\'ious letter I alluded to the value of les- 
sons on objects, and promised to give you two or 
three specimens of such lessons. For young pu- 
pils these may be frequent, but not long ; and with 
pupils of all ages they may be made profitable, if 
judiciously conducted. The true design of such 
lessons should be to cultivate habits of attention 
and observation, and at the same time lead pupils 
to give expression to their thoughts and views ; in 
other words, to train them to see and describe what 
they see. They will even do more than this ; — 
they will cause pupils to think, to compare, to in- 
vestigate. If, however, you would have exercises 
of this description productive of the highest good, 
make it a point to secure accuracy and propriety in 
the answers given, remembering that it is a promi- 
nent object to train children to give correct and 
lucid expression to their ideas. After giving you 
two or three sample exercises, I Avill enumerate a 
list of objects, each of which may be the basis of a 



.108 THE teacher's ASSISTANT. 

Object Lesson. — Feather. 

lesson. Let me advise, however, that you com- 
mence such lessons by a few simple questions that 
may be pretty readily answered. It greatly en- 
courages children to feel that they can answer ques- 
tions proposed by their teacher, and the mere fact 
that they have answered some correctly, will give 
them confidence to continue their efforts ; while an 
opposite course, in which a few difficult questions 
are aslccd at the outset, will tend to embarrass and 
discourage them. It will also be well, near the 
close of every lesson, to ask one question, or more, 
to which you will not be likely to obtain correct 
answers. By leaving some question or questions 
unanswered till a future time, you may do much 
towards awakening a spirit of investigation and in- 
quiry. Two ideas should be made clear to the 
pupils by these lessons ; one, that they know some 
facts in relation to the objects you present for their 
attention ; the other, that there is something more 
to be learned on every subject. In this way you 
may encourage a becoming confidence, and at the 
same time check a spirit of self-conceit. 

The following lesson I take from the Canada 
Journal of Public Instruction, making a few changes. 
The object is a " Feather," which the teacher holds 
in view of the class, when tlie following conversa- 
tion takes place. 

Teacher. " What have I in my hand ? " 

Pupils. " A feather." 

Teacher. " Whence did it come ? " 

Pupils. " From a bird." 



OBJECT LESSONS. 109 



The Fitness of Feathers for Birds. 



Teacher. " How do you think a bird would feel 
without feathers ? " 

Pupils. " It would be very cold." 

Teacher. " What do we wear to keep ourselves 
warm ? " 

Pupils. " Coats, jackets, stockings, etc." 

Teacher. " What do we call these ? " 

Pupils. " Clothes." 

Teacher. " What do birds have for clothes ? " 

Pupils. " Feathers." 

Teacher. " Can you think of any animals that 
wear clothing different from that we wear, and also 
different from that worn by birds ? " 

Pupils. " The sheep wears wool ; the dog and 
horse have hair." 

Teacher. " Now look." (Throwing the feather 
into the air.) " What do you see ? " 

Pupils. " It flies, or floats in the air." 

Teacher. " If I toss a penny into the air, will it 
do the same ? " 

Pupils. " No, it will fall to the floor." 

■ Teacher. " Why does the feather float, and the 
penny fall ? " 

Pupils. " Because the feather is light, and the 
penny heavy." 

Teacher. " Can any of you tell me why feathers 
are better for birds than clothing like ours, or wool 
like the sheep's ? " 

Pupils. " Because they are light, and birds can 
fly better with them." 

Teacher. " Very well. If they had heavy cover- 

10 



110 THE teacher's ASSISTANT. 

The Qualities of Feathers. 

ing, they could not rise into the air, or if they did, 
they would soon fall down. From this we may see 
how wise and good our Heavenly Father is. He 
even cares for the birds. He says in the Bible, that 
a little bird shall not fall to tlie ground without his 
notice. Now if God sees all the little birds, and 
takes care of them, do you think he will ever for- 
get little children ? In the same passage in the 
Gospel, which tells of God's care of the little birds, 
it says, he takes still greater care of his children. 
I wish you would all try to find the verse I mean, 
and" learn it to say to-morrow. Boys sometimes 
kill birds and destroy their nests, — is that right ? " 

Pupils. " It is not." 

Teacher. * " No, it is very cruel, and I hope you 
will never do so. Now, children, examine these 
feathers, — are they all alike ? " 

Pupils. " One is white, one is black, and one is 
brown." 

Teacher. " What, then, will you say of the color 
of feathers ? " 

Pupils. " They have different colors." 

Teacher. " Now take one in your hand, and 
tell me how it feels ? " 

Pupils. " It is soft." 

Teacher. " Are all parts soft ? " 

Pupils. " No, the middle part is hard." 

Treacher. " Yes, the middle part, which we call 
the stem, is hard, while the down, or feathery part, 
is soft. Is there any other difference between the 
two parts ? " 



OBJECT LESSONS. Ill 



Uses of Feathers. 



Pupils. " The stem is bright and smooth, but 
the rest is not." 

Teacher. " What do we say of those things that 
shine ? " 

Pupils. " We sometimes call them brilliant." 

Teacher. "And what of things that do not 
shine ? " 

Pupils. " We call them dull." 

Teacher. " Do you notice any other difference 
between the two parts ? Will all parts bend alike ? " 

Pupils. " No, the quill or stem part does not 
bend easily, — it is more stiff." . . 

Teacher. " Name some other things that are 
stiff." . 

Pupils. " Wood ; stone ; slate." 

Teacher. " For what are feathers used ? " 

Pupils. " For making beds." • 

Teacher. " Why are they good for making beds ? " 

Pupil. " Because they are soft." 

Teacher. " There are many other curious things 
about feathers which I.will tell you at another time. 
You may now repeat what you have learned about 
feathers." 

Pupils. " Feathers are the clothing of birds. 
They are very light and soft. God takes care of 
the little birds, and still more care of us. Feathers 
are of different colors. The stem of the feather is 
hard and stiff and shining ; but the down is soft 
and dull. They make good beds, because they are 
soft." 

Teacher. " You may now rej)eat the names of 



112 THE teacher's ASSISTANT. 

Lesson on Lines. 

the different kinds of birds you have seen, and I 
will write them upon the blackboard ; and at our 
next lesson I shall call upon you to spell them and 
to describe them, or tell what you know of them." 

Pupils. -(Repeat as the teacher writes.) " Robin ; 
Canary ; Sparrow ; Hawk ; Crow ; Eagle ; Black- 
bird ; Thrush ; Owl ; Linnet ; Lark ; Chickadee ; 
Bobolink ; Wren ; Woodpecker ; Oriole ; Parrot ; 
Swallow ; Martin," etc. 

I will now give one of a different nature, — or, 
rather, three or four brief ones connected, and 
adapted to children who have not learned their 
letters.* " If they are given to children who have 
learned to read, the names should be spelled, — writ- 
ten on the board by the teacher, and on the slates 
by the pupils. What has been learned of the lines, 
should be applied in learning the alphabet ; referring 
to a list of plain capitals, and pointing to the parts 
of different letters, ask the pupils to say whether 
the part designated is curved or straight. Then re- 
quest them to point to the letters which have no 
straight lines, and those which have no curve lines." 

In the lessons on Lines, which follow, the an- 
swers of the pupils are not always given. The main 
purpose is to give the teacher's part, merely as 
suggestive. Each will expand and vary according 
to circumstances, or according to his own peculiar 
views. 

* By J. D. Philbrick, in " The Massachusetts Teacher." 



OBJECT LESSONS. 113 



Straio;ht Lines. — Curve Lines. 



OBJECT LESSONS. — LINES. 

FOR PRIMARY SCHOOLS. 

Lesson I. 



straight Line. Curve Line. 

You see what I have drawn on the board. 

Are these lines alike ? 

How do they differ from each other ? 

One is straight and the other is not. 

We call the one which is not straight, a curre 
line. 

You may tell me the names as I point to them. 

Which is this ? Repeat it. 

And this ? Repeat it. 

James may come and point to the straight line. 
Now to the curve line. 

You may now make them on your slates. 

If I stretch this thread thus, what line does it 
make ? 

Now if I bring the ends nearer together, and let 
it bend down thus, what line does it make ? 

A line that is not bent in any part of it, is called 
a straight line. Repeat together.* 

A line that bends in every part, but has no sharp 
corners in it, is a curve line. Repeat together. 

Lesson II. 

Having reviewed the preceding lesson, the teacher 
proceeds. 

10* 



114 THE teacher's ASSISTANT. 

Perpendicular Lines. 

You see I have made a line straight 
up and down. When a line is made 
in this direction, we call it a perpen- 

Perpendicular Line. dlCUlar luie. 

You may say perpendicular line. 

We will analyze the word perpendicular. 

You may make four on your slates. 

I will look at some of your slates. 

Jane has made them very well. 

Look at Jane's ; you see they are straight up and 
down. 

Now erase them, and try again. 

Now see me make one on the board (an oblique 
one). 

Is it right ? 

It is not straight up and down. 

It is not perpendicular^ you mean. 

Well, I will make this one right. 

You may try again. 

Edward may come up and hold this pointer in a 
perpendicular direction. 

Tell me what you see in the room that is perpen- 
dicular. 

The sides of the door, and of the windows, and of 
the blackboard. • 

Lesson III. 

Review the preceding lesson. 
Now I have made a straight line 



Horizontal Line. ^^^^^^ ^j^^ ^^^^^^^ ^yj^^^^ ^ j-^^^ -^ 

made in this direction, we call it a horizontal line. 



OBJECT LESSONS. 115 



Horizontal and Oblique Lines. 



You may say horizontal line. 

Analyze the word horizontal. 

The pointer is now horizontal. 

Who will come and hold it in a horizontal direc- 
tion? 

You may make four horizontal Imes on your 
slates. 

(Proceed as in Lesson II.) 

•Lesson IV. 
Review as before. 

Is this straight line perpendicular ? • 
Is it horizontal ? 
obUque Line. This is a slautiug Or oblique line. 
You may call it an oblique line. Say oblique line. 
Analyze the word oblique. 
You see it leans towards the right. 
Now I will make one leaning towards the left. 
Mary may come and point to the one that leans 
to the right ; to the left. 

(Illustrate with the pointer. Proceed as in Les- 
son 11.) 

Lesson V. 



Here are a perpendicular line, a horizontal line, 
and two oblique lines. 

Which is this (pointing to the horizontal line) ? 



116 T.HE teacher's ASSISTANT. 

Parallel Lines. 

A horizontal line. 

This ? 

A perpendicular line. 

This ? 

An oblique line, leaning or inclining towards the 
right. 

This ? 

An oblique line inclining towards the left. 

You may all lean towards the right ; — left. 
Stand up straight, in a perpendic\ilar position. 

Hold out your arms in a horizontal position. 

Make these lines on your slates. 

Tell the names as I point to them. 



Lesson VI. 

I have made two straight lines. You 
see they are just as far apart in one 
place as in another; they run in the 

Parauei Lines, same direction. 

If two straight lines are just as far apart in one 
place as in another, they are parallel. 

Do you see any things in the room parallel ? 

The two sides of my slate, the two sides of the 
door, of the window, of a pane of glass ; the wires 
of the numeral frame. 

Now I will make three parallel lines. 

Make three just like them on your slate. 

(Practise on these some time ; then proceed in 
the same way with the horizontal and oblique par- 
allel lines.) 



OBJECT LESSONS. 117 



Lesson on Glass. 



The following I take from an English work enti- 
tle'd " Object Lessons," — a very useful book for the 
teacher. 

GLASS. 

Glass has been selected as a proper substance to 
be presented to the children, because the qualities 
which characterize ifare quite obvious to the senses. 
The pupils should be arranged before a blackboard 
or slate, upon which the result of their observations 
should be written. The utility of having the les- 
sons presented to the eyes of the children, with the 
power of thus recalling attention to what has oc- 
curred, will very soon be appreciated by the in- 
structor. 

The glass should be passed round the party, to 
be examined by each individual.* 

Teacher. " What is this I hold in my hand ? " 

Children. " A piece of glass." 

Teacher. " Can you spell the word ^lass ? " 

(The teacher then writes the word " glass " up- 
on the slate, which is thus presented to the whole 
class as the subject of the lesson.) " You have all 
examined this glass ; what do you observe ? What 
can you say it is ? " f 



* By this means each individual in the class is called upon to 
exercise his own powers on the object presented ; the subsequent 
questions of the teacher tend only to draw out the ideas of the chil- 
dren, which he corrects if wi-ong. 

t This question is put, instead of asking, " What are its quali- 



118 THE teacher's assistant. 

Qualities of Glass. 

Children. " It is bright." 

Teacher. (The teacher having written the word 
" qualities," writes under it, " It is bright.") " Take 
it in your hand and/ee/ it." * 

Children. " It is cold." (Written on the board 
under the former quality.) 

Teacher. " Feel it again, and compare it with 
the piece of sponge that is tied to your slate, and 
then tell me what you perceive in the glass." f 

Children. " It is smooth, — it is hard." 

Teacher. " What other- glass is there in the 
room ? " 

Children. " The windows." 

Teacher. " Look out at the window, and tell me 
what you see ? " 

Children. " We see the garden." 

Teacher. (Closes the shutters.) " Look out 
again, and tell me what you now observe ? " 

Children. " We cannot see anything." 

Teacher. " Why cannot you see anything ? " 

Children. " We cannot see through the shut- 
ters." 

ties ? " because the children would not, at first, in all probability, un- 
derstand the meaning of the term ; its frequent application, however, 
to the answer of this question, will shortly familiarize them with it, 
and teach them its meaning. 

* The art of the teacher is to put such questions as may lead 
successfully to the exercise of the different senses. 

t The object of the teacher here is to lead the pupil to the ob- 
servation of the quality ■ smooiA, and he does so by making him con- 
trast it with the opposite quality in another substance ; a mode of 
suggestion of which frequent use may be made. 



OBJECT LESSONS. 119 



Transparency. 



Teacher. " What difference do you observe be- 
tween the shutters and the glass ? " 

Children. " We cannot see through the shut- 
ters, but we can through the glass.' 

Teacher. " Can you tell me any word that will 
express this quality which you observe in the 
glass ? " 

Children. " No." 

Teacher. " I will tell you then ; pay attention, 
that you may recollect it. It is transparent.* What 
sliall you now understand when I tell you that a 
substance is transparent ? " 

Children. " That you can see through it." 

Teacher. " You are right.f Try and recollect 
something that is transparent." 

Children. " Water." 

Teacher. " If I were to let this glass fall, or 
you were to throw a ball at the window, what would 
be the consequence ? " 

Children. " The glass would be broken. It is 
brittle." 



* The fact of the glass being transparent is so familiar to tlie 
children, they will probably not observe it till its great use in conse- 
quence of that quality brings it forcibly before their minds. They 
then feel the want of a term to express the idea thus formed, and the 
teacher gives them the name, as a sign for it, and in order to impress 
it upon their minds. To ascertain whether they have rightly com- 
prehended the meaning of the word, they are called upon to give 
examples of its application. 

t It is but too common a practice to call a child good because he 
gives a right answer ; thus confounding intellectual truth and moral 
virtue. 



120 THE teacher's ASSISTANT. 

Brittleness. 

Teacher. "If I used the shutter in the same 
manner, what would be the consequence ? " 

Children. " It would not break." 

Teacher. " If I gave it a sharp blow with a very 
hard substance, what would happen ? " 

Children. " It would then break." 

Teacher. " Would you, therefore, call the wood 
brittle ? " 
■ Children. "No." 

Teacher. " What substances, then, do you call 
brittle ? " 

Children. " Those which are easily broken." 

These are probably as many qualities as would 
occur to children at their first attempt : they should 
be arranged on the slate, and thus form an exercise 
in spelling.- They should then be effaced: and if 
the pupils are able to write, they may endeavor to 
remember the lesson, and put it down on their 
slates. 



OBJECT LESSON. — FOR OLDER PUPILS. 

IRON. 

Teacher. (Holding up a piece of iron.) " Can 
you tell me what this is ? " 

Pupils. " It is iron. Sir." 

Teacher. "And what is iron, — mineral, ani- 
mal, or vegetable ? " 

Pupils. " It belongs to the mineral kingdom." 



OBJECT LESSONS. 121 



Articles made of Iron- 



Teacher. " Can you tell me some of its uses, — 
or name some articles * that are made of iron ? " 

Pupils. " Nails, screws, bolts, bars, locks, keys, 
stoves, ploughs, hammers, wheels, axletrees, shovels, 
tongs, pincers, hinges, latches, horse-shoes, chains, 
knives, forks, axes, planes, saws, chisels, doors, 
chairs, bedsteads, buildings, boats, steam-engines, 
locomotives, boilers, pumps, etc." 

Teacher. " You see that you have named a 
great many articles which are made of iron, and 
many others might be named. You 'say that knives, 
and other edge-tools, or cutlery, are made of iron. 
Are they made wholly of common iron ? " 

Pupils. " No, Sir, they are composed partly of 
steel, which is iron refined and hardened." 

Teacher. " Yes, — we will talk more about steel 
at another time. You say that nails are made of 
iron. Are all nails alike ? If not, name some dif- 
ferent kinds?" 

Pupils. " Tack-nails, shingle-nails, clapboard- 
nails, board-nails, spike-nails, horse-shoe nails, 
wrought nails, cut nails." f 

Teacher. " What are the principal forms in 
which iron is used ? " 

Pupils. " Cast-iron, wrought-iron, sheet-iron, 
and steel." (Here the teacher may ask questions 
in relation to each kind, and its uses.) 

* It will be well for the teacher to write these on the blackboard, 
as they are given, and let the list be taken for a spelling lesson. 

t Ask the purpose for which each is used ; the difference between 
a cut-nail and a wrought-nail, etc. 
11 



122 THE teacher's assistant. 

Iron and Wood. — Iron and Gold. 

Teacher. " Can you name some particulars in 
which iron and wood are alike ? " 

Pupils. " Both have solidity, strength, firmness, 
durability, — though wood has less than iron." 

Teacher. " Name some points of difiference." 

Pupils. " Iron is mineral, wood is vegetable ; 
iron is not inflammable, wood is ; iron is ductile 
and malleable, wood is neither." (Call for a defi- 
nition of the words used in the answers to the last 
two questions.) 

Teacher. " In what respects are iron and glass 
alike ? " 

Pupils. " They are both solid, both have weight, 
neither of them will burn, both may be melted," etc. 

Teacher. " Can you name some particulars in 
which they are unlike ? " 

Pupils. " Glass is smooth, iron is rough ; glass 
is brittle, iron is not ; glass is transparent, iron is 
not." 

Teacher. " Which do you think more useful and 
important, iron or gold ? " 

Pupils. (Variously.) "Gold, — iron." 

Teacher. " I see you have different views on 
this point, and I will leave the subject for your re- 
flection until another day. I shall also wish you to 
inform me where iron is found, the form or condi- 
tion in which it is found, how it is obtained, how it 
is prepared for use, etc. To obtain information on 
these points you can consult books, or ask your 
parents and friends. Let us see who will be able to 
tell us the most about iron at our next lesson." 



OBJECT LESSONS. 123 



An Ear of Corn. 



I will add only one more exercise of this kind, 
and that I take from Page's " Theory and Practice 
of Teaching," a work previously alluded to, and 
one that every teacher should own and read. In 
this the object is 

" AN EAR OF CORN. 

" Teacher. ' Now, children,' holding up the corn, 
and addressing himself to the youngest, ' I am go- 
ing to ask you only one question to-day about this 
ear of corn. If you can answer it, I shall be very 
glad ; if the little boys and girls upon the front seat 
cannot give the answer, I will let those in the next 
seat try ; and so on till all have tried, unless our 
time should expire before the right answer is given. 
I shall not be surprised if none of you give the an- 
swer I am thinking of. As soon as I ask the ques- 
tion, those who are under seven years old, that 
think they can give an answer, may raise their 
hand. What is this ear of corn for ? ' 

" Several of the children raise tlieir hands, and 
the teacher points to one after another in order, and 
they rise and give their answers. 

'•'■Mary. ' It is to feed the geese with.' 
'■'■John. ' Yes, and the hens too, and the pigs. 
" Sarah. ' My father gives corn to the cows.' 
" By this time the hands of the youngest scholars 
are all down, for, having been taken a little by sur- 
prise, their knowledge is exhausted. So the teacher 
says that those between seven and ten years of age 
may raise their hands. Several instantly appear. 



124 THE teacher's assistant. 

Uses of Corn. 

The teacher again indicates, by pointing, those who 
may give the answer. 

" Charles. ' My father gives corn to the horses 
when the oats are all gone.' 

'■'■ Daniel. ' We give it to the oxen and cows, and 
we fat the hogs upon corn.' 

'■'■Laura. ' It is good to eat. They shell it from 
the cobs and send it to mill, and it is ground into 
meal. They make bread of the meal, and we eat it.' 

" This last pupil has looked a little further into 
domestic economy than those who answered before 
her. But by this time, perhaps before, the five 
minutes have been nearly expended, and yet several 
hands are up, and the faces of several are beaming 
with eagerness to tell their thoughts. Let the 
teacher then say, ' We will have no more answers 
to-day. You may think of this matter till to-mor- 
row, and then I will let you try again. I am sorry 
to tell you that none of you have mentioned the 
use I was thinking of, though I confess I expected 
it every minute. I shall not be surprised if no one 
of you give this answer to-morrow. I shall now put 
the ear of corn in my desk, and no one of you must 
speak to me about it till to-morrow. You may now 
take your studies.' 

" The children now breathe more freely, while the 
older ones take their studies, and the next class is 
called. In order to success, it is absolutely neces- 
sary that the teacher should positively refuse to 
hold any conversation with the children on the sub- 
ject till the next time for ' general exercise.' 



OBJECT LESSONS. 125 



The Effects. 



" During the remainder of the forenoon the teach- 
er will very likely observe some signs of thoiightful- 
ness on the part of those little children who have 
been habitually dull before. And perhaps some 
child, eager to impart a new discovery, will seek an 
opportunity to make it known during the forenoon. 
' Wait till to-morrow,' should be the teacher's only 
reply. 

" Now let us follow these children as they are 
dismissed, while they bend their steps toward home. 
They cluster together in groups as they go down 
the hill, and they seem to be earnestly engaged in 
conversation. 

" ' I don't believe it has any other use,' says John. 
' yes, it has,' says Susan ; ' our teacher would 
not say so if it had not. Besides, did you not see 
what a knowing look he had, when he drew up 
his brow, and said he guessed we could n't find 
it out?' ■ 

" ' "Well, I mean to ask my mother,' says little 
Mary ; ' I guess she can tell.' 

" By and by, as they pass a field of corn, Samuel 
sees a squirrel running across the street, with both 
his cheeks distended with ^ plunder .^ 

" At home, too, the ear of corn is made the sub- 
ject of conversation. ' What is an ear of corn for, 
mother ? ' says little Mary, as soon as they have 
taken a seat at the dinner-table. 

^^Mother. 'An ear of corn, child? why, don't 
you know ? It is to feed the fowls, and the pigs, 
and the cattle ; and we make bread of it, too — ' 
11* 



126 THE teacher's assistant. 

Another Attempt. 

'■'■Marf/. ' Yes, we told all that, but the teacher 
says that is not all.' 

''Mother. ' The teacher ? ' 

"•Mary. ' Yes, ma'am ; the teacher had an ear 
of corn at school, and he asked us what it was for ; 
and after we had told him everything we could 
think of, he said there was another thing still. 
Now I want to find out, so that I can tell him.' 

" The consequence of this would be that the family, 
father, mother, and older brothers and sisters, would 
resolve themselves into a committee of the whole on 
the ear of corn. The same, or something like this, 
would be true in other families in the district ; and 
by the next morning, several children would have 
something further to communicate on the subject. 
The hour would this day be awaited with great in- 
terest, and the first signal would produce perfect 
silence. 

" The teacher now takes the ear of corn from the 
desk, and displays it before the school ; and quite a 
number of hands are instantly raised, as if eager to 
be the first to tell what other use they have discov- 
ered for it. 

"The teacher now says, pleasantly, ' The use I am 
thinking of, you have all observed, I have no doubt ; 
it is a very important use indeed ; but as it is a 
little oiit of the common course, I shall not be sur- 
prised if you cannot give it. However, you may 
try.' 

" ' It is good to boil ! ' says little Susan, almost 
springing from the floor as she speaks. 



OBJECT LESSONS. 127 



Primary Use of Corn. 



" ' And it is for squirrels to eat,' says little Sam- 
uel. ' I saw one carry away a whole mouthful 
yesterday from the cornfield.' 

" Others still mention other uses, which they have 
observed. They mention other animals which feed 
upon it, or other modes of cooking it. The older 
pupils begin to be interested, and they add to the 
list of uses named. Perhaps, however, none will 
name the one the teacher has in his own mind ; he 
should cordially welcome the answer, if perchance 
it is given ; if none should give it, he may do as he 
thinks best about giving it himself on this occasion. 
Perhaps, if there is time, he may do so, — after the 
following manner. * 

" ' I have told you that the answer I was seeking 
was a very simple one ; it is something you have all 
observed, and you may be a little disappointed when 
I tell you. The use I have been thinking of for 
the ear -of corn is this,^ — It is to plant. It is for 
seed, to propagate that species of plant called corn.' 
Here the children- may look disappointed, as much 
as to say, ' We knew that before.' 

" The teacher contmues : ' And this is a very im- 
portant use for the corn ; for if for one year none 
should be planted, and all the ears that grew the 
year before should be consumed, we should have no 
more corn. This, then, was the great primary de- 
sign of the corn ; the other uses you have named 
were merely secondary.' " 

I will now close with a list of objects suitable for 
lessons of this kind. 



128 



THE TEACHERS ASSISTANT. 



Objects 


for Lessons. 


Glass. 


Yinegar. 


India-rubber. 


Butter. 


Leather. 


Cheese. 


Sponge. 


Coffee. 


Wool. 


Tea. 


Wax. 


Bice. 


Whalebone. 


Paper. 


Bread. 


Cotton. 


Ivory. 


Flax. 


Chalk. 


Hemp 


A pin. 


Silk. 


A pencil. 


Table. 


A pen. 


Gold. 


A*chair. 


Silver. 


A stove. 


Mercuryo 


A brick. 


Lead. 


A key. 


Copper. 


A knife. 


Iron. 


A piece of sugar. 


Tin. 


An acorn. 


Lime. 


A cork. 


Coal. 


A piece of glue. 


Granite. 


A stone. 


Salt. 


A bell. 


Slate. 


A wheel. 


Feather. 


Cinnamon. 


Coral. 


Nutmeg. 


Gutta-percha. 


Ginger. 


A book. 


Cloves. 


A piece of fur. 


Water. 


A hat. 


Oil. 


A door. 



OBJECT LESSONS. 129 



Books recommended. 



The list of objects might be greatly extended, but 
it will not be necessaiy. Take one at a time, and 
have its qualities, uses, color, shape, origin, etc. 
carefully considered. Each question asked will be 
suggestive of another, so that after you have fairly 
commenced you will find no difficulty, and I am 
sure you will be satisfied that such lessons will both 
please and benefit your pupils. As very useful aids 
in lessons of this kind, I will name two small works : 
" The Treasury of Knowledge," by Chambers, and 
an excellent work entitled " Common Things," by 
Worthington Hooker, M. D. The two books will 
cost but little, and will be worth much. 

Your sincere friend, 

C. 



LETTER XI. 

EEADING. 

My dear Friend : — 

Of all the branches you -will be called to teach, 
none will be more important than that of reading. 
It lies at the very foundation of all learning, and all 
must know something of this as a key to other 
branches. All who enter the school-room, — from 
the little ones, just beginning to lisp the letters of the 
alphaljct, up to those who are about to close their 
school days, — all will require training in this de- 
partment. How small the number of those who can 
be properly called accomplished readers, and liow 
large the number who read quite indifferently or 
very poorly ! One who can read a piece with ease 
and right effect will always be listened to with in- 
terest and delight, while one who reads in a hesitat- 
ing, lifeless, meaningless style, will have no power 
over his hearers, and may even become a subject of 
ridicule. 

As a general thing, it must be admitted that read- 
ing has not been well taught in our schools. It has 
received formal attention and frequent mattention. 



READING. 131 



The Old Plan. 



This remark may be more properly trvie of schools 
as they were a score of years ago, than of those of 
the present day ; and yet it is, to a certain extent, 
true of our schools as a whole, even now. I well 
recollect when it was customary for teachers to hear 
every member of their schools read four times a day, 
— twice in the forenoon, and twice in the afternoon. 
This was the established law, and seemingly as un- 
alterably fixed as that of the Medes and Persians. 
In imagination I can sec the school-dame of my 
boyhood days, as she called her several pupils and 
classes. First came the little alphabetariaus, one 
by one, to whom, in regular order, the whole twenty- 
six letters were administered at a dose, — just four 
times daily ; — the teacher pointing at the letter 
and pronouncing it, and the pupil repeating it after 
her, — the only variati-on consisting in an occasional 
snap upon the ear for inattention. For days, and 
weeks, "and months, — perhaps for years, — was this 
operation continued before the letters were fairly 
understood. Then came the little boys and girls 
in b-a, ba, l>e, be, b-i, bi, b-o, bo, b-u, bu, etc., up 
through baker and cider ^ until the oldest had received 
their turn. If the performance was attended to 
just four times daily, the requirements of parents 
and committees were met, and all was considered 
right. But so far as real benefit M^as concerned, it 
would have been just as well if the pupils had been 
called upon to whistle just four times a day, — twice 
in the forenoon, and twice in the afternoon. Really 
it would have been better ; for if they had, each time, 



132 THE teacher's assistant. 

Minding the Stops. — Anecdote. 

wliistled wrong, it would have done no harm. But 
to be required to go through the form of reading, as 
it was done, without any true regard to emphasis, 
inflection, punctuation, or sense, was only making a 
bad matter worse at every repetition that was made, 
as bad habits were only confirmed thereby. The 
prominent requirement seemed to be to read rapidly, 
— and this was essential, in order that the regular 
" round " might be accomplished. The whole exer- 
cise was a formal, unmeaning affair ; and the result 
a monotonous, blundering, unmeaning style of read- 
ing. We were, it is true, commanded to " mind our 
stops," but it was only in an arbitrary way, which 
admitted of no modification on account of the sense. 
At a comma we were to stop long enough to count 
one ; at a semicolon long enough to count two, etc. 
The following anecdote illustrates in an amusing 
manner the absurdity of the old rule for " minding 
the stops." 

" A country schoolmaster, who found it rather 
difficult to make his pupils observe the difference in 
reading between a comma and a full-point, adopted 
a plan of his own, which, he flattered himself, would 
make them proficients in the art of punctuation ; 
thus, in reading, when they came to a comma, they 
were to say tick, and read on to a semicolon, and 
say tick, tick, to a colon, and say tick, tick, tick, 
and when a full-point, tick, tick, tick, tick. Now, 
it so happened that the worthy Dominie received 
notice that the parish minister was to pay a visit of 
examination to his school ; and, as he was desirous 



READING. 13c 



Examination Day. — Omitting the "Ticks." 

that his pupils should show to the best advantage, 
he gave them an extra drill the day before the ex- 
amination. ' Now,' said ho, addressing his pupils, 
' when you read before the minister to-morrow, you 
may leave out the ticks, though you must think 
them as you go along, for the sake of elocution.' 
So far, so good. Next day came, and with it the 
minister, ushered into the school-room by the Dom- 
inie, who, with smiles and bows, hoped that the 
training of the scholars would meet his approval. 
Now it so happened, that the first boy called up l)y 
the minister had been absent the preceding day, 
and, in the hurry, the master had forgotten to give 
him his instructions how to act. The minister 
asked the boy to read a chapter m the Old Testa- 
ment, which he pointed out. The boy complied, 
and in his best accent began to read : ' And the 
Lord spake unto Moses, saying tick, Speak unto the 
cliildreh of Israel, saying tick, tick, and thus shalt 
thou say unto them, tick, tick, tick, tick.' This 
unfortunate sally, in his own style, acted like a 
shower-bath on the poor Dominie, whilst the minis- 
ter and his friends almost died of laughter." 

It is not my intention to give you any specific 
hints, or directions, in relation to tlie elocutionary 
part of reading, but rather to offer such hints as 
may be of service to you in the every-day work of 
the school-room. I must leave the strictly oratori- 
cal part, and take up reading as an intellectual ex- 
ercise, and, if possible, offer such thoughts and sug- 

12 



134 THE teacher's assistant. 

Good Reading. — What is it ? 

gcstioiis as may be truly practical. Witli so many 
under your training, you cannot be expected to go 
into all tbe minutiae of elocutionary drilling. Your 
aim must be to teach well what you undertake to 
teach. If you cannot hope to make all your pupils 
accomplished elocutionists, you may hope and strive 
to make them good and intelligent readers. Per- 
haps you will wish to know what I consider good 
reading. I call that good reading where a person 
reads distinctly and clearly, and with such intona- 
tion and emphasis as to be pleasant to the hearer, 
and in such manner as to be easily heard and read- 
ily understood. That person may be called a good 
reader who can, from the columns of a common 
newspaper, read the several items and articles in a 
clear and intelligible style, without seeming effort 
on his part, and without requiring painfully or un- 
pleasantly close attention on the part of the hearer. 

You have some among your pupils who are yet 
strangers to the letters of the alpliabet. The old 
method of teaching it was a tedious one both for 
teachers and children. Of course you have a black- 
board in your school-room, as this is one of the 
really essential articles for every school. Call your 
little ones in front of the blackboard. If possible 
let each be furnished with a slate. Now draw upon 
the blacklioard the picture of some animal or ob- 
ject, — a dog, for instance. With a pointing-stick 
in hand, call attention, and have an exercise some- 
what as follows : — 

Teacher. " What animal is this ? " 



READING. 135 

An Illustration. 

Children. '' A dog." 

Teacher. " Are all dogs alike ? " 

Children. " No, ma'am ; some are small and 
some are large." 

Teacher. " xire tliey alike in all but size ? " 

Children. "No, ma'am; tliey don't have the 
same color." 
. Teacher. " How many legs has a dog ? " 

Children. " Four." 

Teacher. " What can a dog do ? " 

Children. " He can run fast, and ho can catch 
squirrels." 

You will readily sec that these questions may be 
continued indefinitely. They will tend to awaken 
thought and interest in the little ones. After you 
have extended the questioning sufficiently, ask them 
if they would like to know another way to express 
the animal besides by a picture. They will all be 
anxious to know. Now print DOG nnder the pic- 
ture on the board, and require them to do the same 
on their slates. Then tell them the name of each 
letter, and have it repeated several times. After 
having fixed their attention for a minute, make D 
only on the board, and ask its name, and so with 
each of the other letters, and in a short time they 
will be able to give their names readily. It will be 
well also, at the right time, to give them the powers 
of the letters, or their appropriate sounds. You 
will readily see, that some object of interest to chil- 
dren may be connected with these early lessons, and 
that, by judicious questioning, they may be trained 



136 



THE TEACHERS ASSISTANT. 



Teaching the Alphabet. — A Specimen Lesson. 

to think, and express their thoughts at the same 
time they are learning their letters. 

The following excellent specimen lesson for teach- 
ing the alphabet just meets my attention. It is. 
from the pen of a distinguished educator,* and will 
commend itself as sensible and practical. 

TEACHING THE ALPHABET. A SPECIMEN LESSON. 

Appm-atus. — A blackboard; a chart of easy 
words of one syllable ; an alphabet chart ; a set of 
alphabet cards, with a grooved stick, called spelling- 
stick, in which the cards may be inserted in sijclling 
words ; and a slate and pencil for each child. 

Preliminary Traimiig-. — Children should not 
be put to reading immediately upon entering school 
for the first time. Judicious preliminary exercises 
will render subsequent progress, not only in this, 
but in other branches, more rapid and satisfactory. 
The object of these exercises should be to train the 
ear to distinguish sounds, and the organs of speech 
to litter them ; to form habits of attention and of 
prompt obedience to all directions ; and to excite 
the curiosity, or desire to learn something. Such 
being the objects, the judgment of the teacher must 
guide in the selection and adaptation of the exer- 
cises. 

Lesson. — The proper prej^aratory training hav- 
ing been given, the teacher will select a single letter 
to begin with ; it matters little which. Suppose it 

* John D. Philbrick. 



READING. . 137 



A Slate Exercise. 



to be a. The card containing it is placed in tlie 
spelling-stick, in view of all the class. 

Teacher. " You see this letter. Now look at 
me. You all know me when you see me. Now I 
wish you to look at this letter, so that you will know 
it whenever you see it. It stands for a sound. 
Listen, and hear me give the sound." 

Having enunciated the sound distinctly several 
times, taking care to secure the attention of all, the 
teacher might ask if any one has ever heard the 
sound before. Some may remember it, as given 
among the elementary sounds of the language. If 
so, they are pleased to find that the lesson is con- 
nected with something learned before. If it is not 
recalled, give the vowel-sounds promiscuously, re- 
questing all to put up liands when they hear it. 

Teacher. " Now all give the sound after me ; 
again ; again. That is what this letter says. When 
you read" it, you give the sound. You may take 
your slates, and see if you can make one like it." 

Only a few, perhaps, will try at first. But the 
teacher passes rapidly around, giving a glance at 
slates, bestowing commendation on the best efforts. 

Teacher. " Erase it. See me make it on the 
blackboard. I begin here, and go round in this 
way. You may try it again on your slates." 

The slates are inspected as before ; the timid 
are encouraged, and the letter written for tlicm on 
their slates. Then tlie drill on the sound is re- 
peated, and afterwards individuals called iip to 
give it. 

12* 



138 THE teacher's assistant. 

A Word formed. 

If this is found to be enough for one lesson, 
when the course is resumed, the exercises on d 
should be revicvrod.. Tlio teacher will then proceed 
with another letter in a similar manner, taking one 
that, with the preceding, will make a duo-literal 
word. Suppose it is t. The letters are placed 
together. 

Teacher. " You see I have put together the 
two letters you have learned, and they make a word ; 
would n't you like to read the word ? Hear me say 
the sounds, and see if you can tell what the word is. 
I will give them slowly, — a , t. Can you tell the 
word ? " 

After several repetitions, perhaps some one will 
combine them and say, " at.'''' 

Teacher. " Yes, at ; that is right. Now you 
have read a word. You often use the word. I am 
at the desk ; you are at school. Say, ' We are at 
school.' I will write both letters on the board. I 
begin thus, and make the first ; and then you see 
how I make the other, and cross it thus. You may 
take your slates, and make them." 

Now the reading lesson is changed for writing 
or printing. This ha\'ing been pursued long enough, 
the alphabet chart is suspended before the class, 
and the pupils requested to see if they can find the 
word. The first who raises his hand is allowed to 
come out and point to it. 

If any time is allowed to elapse before present- 
ing another letter, these steps should be reviewed. 
The next letter to be learned should be one which, 



READING. 139 



Further Illustrations. 



witli at, will form another word. Let it be r. The 
same course as before is pursued. First, the at- 
tention is called to the form. Next, the sound is 
learned. Then, it is written, exercising the concep- 
tion and imitation, and fixing the form in the mem- 
ory. The three letters are then placed in order, to 
form the word rat. 

Teacher. " You see the three letters you have 
learned. They make another word. Hear me give 
the sounds, and then see if you can tell the word ; 
r-d-t. You may give the sounds after me." 

If this process is well managed, some one will 
catch the word. Now, as many individuals as pos- 
sible should be called upon to repeat the sounds, 
while pointing to the letters, and then pronounce 
the word. It is then written as before. This might 
be followed by some simple story read or related 
about the rat. Then the pupils might be asked to 
tell anything they know of the rat. The same pro- 
cess as before with the charts. Keep in mind the 
maxims, — one short step at a time, constant re- 
views, vigorous exercise of the mind during the 
lesson. 

In the same way make the words, bat, cat, fat, 
hat, mat, sat, vat. 

The letter w might come next. This, placed after 
a, will give the word an. Then m, which placed 
before makes man. And so make tan, ran, fan, 
pan, can. For the next vowel, take i, with n mak- 
ing in. Then as before form pin, bin, din, fin, sin, 
win. 



140 THE teacher's assistant. 

The same Plan continued. 

Tluis proceeding, go through the first reading 
chart, — always using every word learned in oral 
sentences, and training the class to make them for 
themselves. 

The same general plan may he continued as the 
pupils progress. Suppose you have a class reading 
in short and simple sentences ; as, The dog ran 
after the fox. Ask them questions like the fol- 
lowing : Why did the dog run after the fox ? 
Which has the most legs, a dog or a fox ? Which 
do you think can run the fastest ? What do we call 
all animals that have four legs ? Which do you 
think can run fastest, a man or a dog ? For what 
is a dog useful ? How many kinds of dogs do you 
know of? You say one kind is called a Newfound- 
land dog, — why ? Of what use are foxes ? Of 
■what use are dogs ? What is the difference between 
a wild animal and a domestic animal ? Which is 
the dog ? Which the fox ? etc. 

It often happens that children acquire drawling 
habits and unnatural tones in reading. See to it 
that your pupils do not err in these particulars. 
Bad habits of pronunciation, intonation, or enuncia- 
tion, formed at the outset, will, if indulged, soon 
become confirmed and disagreeable. A wrong in- 
tonation or inflection may sometimes be rectified by 
requiring the pupil to close his book, and to repeat 
the phrase or sentence after you, being careful your- 
self to give a natural and correct expression and 
tone. After he has done this three or four times, 



READING. 141 



JIake Lessons Interesting. 



let him open liis book and read the same again. 
If the first trial does not prove effectual, make 
another attempt, and continue until the error is 
fully eradicated. 

I would urge that you strive to make every exer- 
cise interesting and instructive. This you may do 
by askuig numerous qiiestions. See to it that every 
word and expression is comprehended clearly. It 
will be well frequently to require all the members 
of the class to read, in turn, the same sentence, 
paragraph, or stanza, making the performance of 
each a subject of pleasant criticism. Your own 
active and ready mind will see to what extent this 
course may be pursued, and its advantages will be 
obvious to you. Always make your criticisms in 
that pleasant spirit which will not discourage, but 
rather lure them to renewed and more careful eifort. 

The hints I have given are mainly for beginners. 
I will now pass to offer some suggestions in refer- 
ence to the more advanced classes. And here I 
may advise, that you take special care to cultivate 
a correct taste. Unless you can lead your pupils 
to appreciate the difference between good reading 
and that which is faulty, they will not be apt to 
make improvement. Make them understand tliat 
the mere calling of words does no more to constitute 
correct reading, tlian the mere daubing a canvas 
with paint constitutes a finished and lifelike pic- 
ture. What the variations and shades are to the 
true beauty of tlie picture, such are inflections, em- 
phasis, accent, etc. to good reading ; and it would 



142 THE teacher's assistant. 

Cultivate a Correct Taste. 

be just as sensible to hope to represent a beautiful 
landscape by a single color, uniformly applied, as to 
produce good reading with a monotonous, unchan- 
ging tone of voice. It will be well for you, occa- 
sionally, to read a stanza or sentence in different 
styles, — each, perhaps, exemplifying some common 
error, — and call upon your pupils to designate such 
faults as they may notice. If you can only succeed 
in arousing a critical spirit, and leading them to 
discriminate, the remainder of the work will be 
comparatively trifling. 

If a pupil reads too rapidly, too low, too indis- 
tinctly, too monotonously, or in any way faulty, 
call upon others in the class to read the same pas- 
sage, and read it yourself, — and again call upon 
the first one to make another attempt. It is not 
enough to say to a pupil, " You read too fast, or too 
low, or gave the wrong emphasis." If there was 
some prominent defect, not only cause it to be seen, 
but corrected. Object not that it requires time. 
It will require more time, if you let tlicse habits be- 
come confirmed. It is not hoiv 7nuch nor hoiv often 
your pupils read, but hoiv they read, that is most 
important. It is better that they read once a week 
carefully and properly, than to read ten times a day 
in a heedless and improper manner. Every repeti- 
tion of a bad habit or act only renders it the more 
difficult of correction. Just remember this in all 
your teaching. 

I have before suggested the importance of making 
every reading exercise a subject for questioning and 



READING. 113 



The Wreck of the Arctic. 



criticising. Some teachers will make a single para- 
graph suggestive of numerous useful questions, and 
of much valuable information. It will be well, so 
far as possible, to have your pupils .give a sketch of 
the author of the piece they are al^out to read, and 
an account of the circumstances under which it was 
written. This will tend to bring the subject home 
to their hearts, and, as it were, .make the piece 
their own. This i^ essential. Take, for example, 
the following beautiful and expressive extract from 
" The Wreck of the Arctic," written by Rev. H. 
Ward Beecher, and see how many pertinent ques- 
tions may be raised in reference to it. 

" It was autumn. Hundreds had wended their 
way from pilgrimages ; from Rome and its treasures 
of dead art, and its glory of living nature ; from the 
sides of the Switzer's mountains, from the capitals 
of various nations ; all of them saying in tlieir hearts, 
' "We will wait for the September gales to have done 
with their equinoctial fury, and then we will cm- 
bark ; we will slide across the appeased ocean, and 
in the gorgeous montli of October we will greet our 
longed-for native land, and our heart-loved homes.' 

" And so the throng streamed along from Berlin, 
from Paris, from the Orient, converging upon Lon- 
don, still hastening toward the welcome ship, and 
narrowing every day the circle of engagements and 
preparations. They crowded aboard. Never had 
the Arctic borne sucli a host of passengers, nor pas- 
sengers so nearly related to so many of us. 

" The hour was come. The signal ball fell at 



144 THE teacher's assistant. 

Questions on the Exercise. 

Greenwich. It was noon also at Liverpool. The 
anchors were weighed ; the great hull swayed to 
the current ; the national colors streamed abroad, 
as if themselves instinct with life and national sym- 
pathy. The bell strikes ; the wheels revolve ; the 
signal-gun beats its echoes in upon every structure 
along the shore, and the Arctic glides joyfully forth 
from the Mersey, and turns her prow to the winding 
channel, and begins her home\^ard run. The pilot 
stood at the wheel, and men saw him. Death sat 
upon the prow, and no eye beheld him." 

How much of interest and profit may be obtained 
from the few lines above quoted, by asking the fol- 
lowing questions, and others that may be suggested 
by them : — 

What do you know of the author of this piece ? 
AYhat was the Arctic ? Where was she ? Whither 
was she bound ? What is the meaning of " wended ' ' ? 
of " pilgrimage " ? Where is Rome ? What is meant 
by " the treasiires of dead art " ? Where does the 
Switzer live ? What are his mountains called ? 
What is meant by " September gales " ? by " equi- 
noctial " ? What is meant by " we will slide over the 
ocean"? Meaning of " appeased " ? What is meant 
by the " appeased ocean " ? Meaning of " gor- 
geous " ? Why is October called a gorgeous month ? 
Can you give some other sentence containing the 
word " gorgeous " ? Where is Berlin ? Paris ? 
London ? The Orient ? Meaning of " converging " ? 
Why spoken of as " welcome ship " ? " The hour 
was come," — what hour ? Where is Greenwich ? 



READING, 145 

Another Illustration. 



What is meant by the expression, " the signal-ball 
fell at Greenwich " ? Where is Liverpool ? What 
would be the course of a vessel from New York 
to Liverpool ? What is meant by the expression, 
" the anchors were weighed " ? What is meant by 
" national colors " ? What and where is the Mersey ? 
Why the expression " the Arctic glides joyfully " ? 
What is the meaning of " prow " ? Who is the 
pilot, or what are his duties ? What is meant by 
" Death sat upon the prow " ? etc. 

The same plan is recommended m the following 
extract from a well-prepared article in The Mas- 
sachusetts Teacher. 

" Lnagine a class of sixteen or eighteen girls, 
ready to begin their recitation, their reading-books 
open at a description of the river Nile. One of 
them reads as follows : — 

" ' For many an hour have I stood upon the city- 
crowning citadel of Cairo, and gazed unweariedly 
upon the scene of matchless beauty and wonder that 
lay stretched beneath my view, — cities and ruins 
of cities, palm-forests and green savannas, gardens, 
and palaces, and groves of olive. On one side, the 
boundless desert with its pyramids ; on the other, the 
land of Goshen, with its luxuriant plains, stretching 
far away to the horizon. Yet this is an exotic 
country. That river winding through its paradise, 
has brought it from far regions, unknown to man. 
That strange and richly varied panorama has had a 
long voyage of it ! Those quiet plains have tum- 
bled down the cataracts : those demure gardens 



146 THE teacher's assistant. 

Subject continued. 

have flirted with the Isle of Flowers, five hundred 
miles away ; and those very pyramids have floated 
down the waves of the Nile. In short, to speak 
chemically, that river is a solution of Ethiopia's 
richest regions, and that vast country is merely a 
precipitate.' 

" After analyzing the sentences and defining the 
more important words, various questions are asked. 
For example : Give some account of Cairo. What 
is a pyramid? Describe the Egyptian pyramids. 
What do you know of the land of Goshen ? What 
is an exotic, and what is meant by an exotic land ? 
In what form did those plains come down the cata- 
racts ? Give us some account of the Cataracts of 
the Nile. How were those vast pyramids floated 
down the river ? ' In short, to speak chemically, 
that river is a solution of Ethiopia's richest regions, 
and that vast country is merely a precipitate.' Ex- 
plain this sentence. What is it to speak chemically ? 
What is a solution and a precipitate ? Why is it 
correct to use such terms here ? 

" Another paragraph describes the annual inun- 
dation of the Nile : — 

" ^ The stream is economized within its channel 
until it reaches Egypt, when it spreads abroad over 
the vast valley. Then it is that the country pre- 
sents the most striking of its Protean aspects ; it be- 
comes an archipelago, studded with green islands, 
and bounded only by the Libyan Hills and the pur- 
ple range of the Mokattan Mountains. Every island 
is covered with a village or an antique temple, and 



READIXG. 147 

Another Example. 



shadowy with pa\m-trccs, or acacia groves. Every 
city becomes a Venice, and the bazaars disphiy 
their richest and gayest cloths and tapestries to the 
illuminations that are reflected from the streaming 
streets.' 

" Many interesting questions are here suggested. 
What are Protean aspects, and why so called ? 
"Where are the Libyan Hills and the Mokattan 
Mountains ? Describe an Arab village, — an an- 
cient Egyptian temple, — a palm-tree, — an acacia. 
Give some account of Venice. How does every city 
become a Venice ? What is a bazaar ? 

" We followed the study of ' The Nile ' with that 
of the poetical ' Address to the Mummy i:i Belzoni's 
Exhibition.' Tlio manner of treating the first stanza 
will show the way iu Avhich the Avhole was st^idied. 

' And tliou hast walked about — how strange a story ! — 
la Thebes' streets, three thousand years ago ; 

When the Jlemnonium was in all its glory, 
And time had not begun to overthrow 

Those temples, palaces, and piles stupendous, 

Of Avhich the very ruins are tremendous.' 

" The class are asked if they know anything of 
the author of these lines, and of the traveller Bcl- 
zoni ; and having stated such fadts as they have 
been able to procure respecting them, one is called 
upon to explain the first words of the poem. 

" ' And thou hast walked about.' Tlio writer 
speaks as if the mummy were actually before him, 
while writing. Do you think that this was the 
case ? Lucy may answer. 



148 THE teaciiek's assistant. 

Answers given. 

" ' I suppose that lie wrote tlie poem after return- 
ing from a visit to the exhibition, hut remembered 
so perfectly how it looked, that he seemed still to 
be where he. could see it.' 

" Has any one a different opinion ? ]\Iaria, yoii 
may give yours. 

" ' I think that he might have composed a part, 
at least, of the poem while at the exhibition, and 
then have written it after returning home.' 

" ' How strange a story ! ' Harriet may tell why 
it was strange. 

" ' Bodies usually decay in a short time, but this 
body had lasted thousands of years, owing to its 
having been embalmed. It seemed very strange to 
look at it, and remember that so many years had 
passed away since it was alive, and yet it looked as 
it did when it used to walk through the streets of 
Thebes.' 

" Alice, you may give some account of Thebes. 

" ' Thebes was anciently the capital of Egypt. 
It is not known when it was founded, but the time 
of its greatest prosperity was, probably, when David 
and Solomon reigned in Judasa. Its ruins are won- 
derful. They extend seven or eight miles on both 
sides of the Nile, from each bank to the enclosing 
mountains. The most remarkable are the temple 
of Karnac, the palace of Luxor, and the Memno- 
nium. The mountains are pierced with tombs, 
many of which are richly adorned with paintings 
and sculptures." 

" The Memnonium is mentioned in the next line. 
Helen may tell us what she knows about it. 



READING. 149 



The Jlemnonium explained. 



" ' The Memnoniiim was the temple-palace of 
Rameses the Great. Its rums sliow that it must 
have been a most beautiful specimen of architecture. 
There is in its grand hall a double row of pillars, 
crowned with capitals resembling the bell-shaped 
lotus-flowers. These are very large and of a solid 
stone, but the light and graceful shape of the flower 
is perfectly imitated. In the outer court, the frag- 
ments of an immense statue lie around its pedestal. 
Once it must have weighed nearly nine hundred 
tons ; and the head was so large that, although 
several mill-stones have been cut oiit of it, its size 
does not appear to have been lessened.' 

" Emma may explain the next three lines. 

" ' Time is here compared to a giant of such im- 
mense strength that he could throw down the mag- 
nificent palaces and temples that had been built with 
so much labor. But when the mummy was a living 
man, they were in all their splendor : Time had 
not even begun to destroy them.' 

" It is proper for me to say, as I conclude, that I 
have no desire that such a study of reading-lessons 
should take the place of practice in elocution. I 
am aware that some time must be given to this 
alone ; but the frequent or occasional study of 
reading-lessons in this manner will, I think, be at- 
tended with two advantages. Our pupils will read 
them far better, for they will have a more genial 
sympathy with the writer, and a more intelligent 
perception of his meaning. At the same time, they 
will form a habit which will be of indescribable ben- 

13* 



150 THE teacher's ASSISTANT. 

Emphasis. 

efit to them in after life, — the habit of comparing 
different views and statements, of trying an author 
by the great, eternal standard of Truth, and of 
earnestly questioning the Past, the Present, and the 
Future." 

Sometimes these questions may be asked before 
•the reading, and soinetimes after. This may depend 
upon circumstances. The answering of the ques- 
tions will prove very serviceable, by unfolding the 
sense of the piece, and thus enabling one to read it 
more understandingly. It will be well if you will 
often give illustrations of reading. This you may 
do for the purpose of exemplifying prominent errors 
and faults, and also for giving specimens of correct 
style. The importance of emphasis may be clearly 
manifested by a few illustrations, by which the 
entire force, if not meaning, may be affected by 
changing the emphasis. Let us take one or two ex- 
amples. The oftrused line, " Do you ride to town 
to-day ? " is a very good one. Write it upon the 
blackboard in the following different ways : — 

Do you ride to town to-day ? 

Do you ride to town to-day ? 

Do you ride to town to-day ? 

Do you ride to town to-day ? 

Tliis will give an idea of the variations that may 
be made merely by change of the emphasis. The 
following amusing, and perhaps I may say ex- 
treme cases, will show what a ridiculous import 
wrong emphasis sometimes gives to an otherwise 
expressive sentence. 



READING. 151 



Examples to illustrate Emphasis. 



" Do you imagine me to be a scoundrel, Sir ? " 
demanded one man indignantly of another. " No," 
was the reply, " I do not imagine you to be one." 

A careless reader once gave this passage from 
the Bible, with the following emphasis and pauses : 
" And the old man said unto his sons, Saddle me, 
the ass ; and they saddled hini.''^ 

A clergyman once told his congregation that they 
" had not followed a cunningly devised fable." .The 
natural inference from his remark would be that he 
did not deny the fable, but only that it was not a 
cimninsr fable. 

" Another clergyman, noted for reading hymns 
with an abrupt emphasis, once uttered the word 
beais in the following lines so that it seemed to his 
congregation a noun instead of a verb : ' 

" He takes young children in his arms. 
And in his bosom bears — " 

I might say much more on the subject of reading, 
but it may not be necessary. If you carefully re- 
gard the hints already given, you will do much bet- 
ter than the majority of teachers who have preceded 
you. Hoping tliat you will not, only regard these, 
but that you will, also, aim to devise new plans for 
securing the improvement of your pupils in the 
highly useful and pleasing art of reading, I am, as 
ever, 

Your friend, 

C. 



LETTER XII. 



SPELLING. 



Mt dear Friend: — 

Though the number of spelling-books has greatly 
increased during the last few years, it is still true 
that poor spellers do greatly abound. I have re- 
cently seen a few cases of false orthography, which 
I will give, both to amuse you and to convince you, 
if need be, that the subject of spelling calls for 
attention. The specimens I give are only a few 
of many. A bookseller recently received, from a 
person occupying a teacher's desk, the following 
order : — 

" Plese scend me 

4 secund Readers 
4 primari Readors 
and 2 sheats of stiffacets," — 
(meaning Certificates.) 

Another received an order for " wun sam buk " 
(meaning one Psalm-Book). 

A gentleman once wrote to a friend in India, re- 
questing him to send him two specimens of the 
genus monkey. By the combination of indistinct 



SPI-.LLI-\G. 153 

Examples of Bad Spelling. 

writing and poor spelling the request seemed to be 
for 100 (too) monkeys, and the order was duly 
answered according to this understanding, much to 
the amazement of the gentleman, whose highest am- 
bition was to become the owner of tivo of the chat- 
tering quadrupeds. 

A merchant in London wrote to his agent in 
Scotland, requesting him to purchase a ton of coj> 
per, but being a poor speller, as well as writer, he 
omitted one of the jy's, and made a word which 
seemed more like cajiers than any other word. So 
the agent understood it, and, after much effort, he 
succeeded in procuring a full ton of capers, and 
wrote to the merchant, saying that " he had found it 
very difficult to obtain the required amount, but 
that he had finally filled the order, and the capers 
were subject to his order." The merchant was not 
a little surprised and mortified that so queer a caper 
should result from his illegible Avriting and poor 
spelling. 

Again I urge you to give prominence to spelling, 
and I hope I may never receive a letter from any 
pupil of yours commencing, as a letter to another 
did, " My dear Cwr." And should I ever have 
occasion to invite any of them to make me a visit, 
1 should be very sorry to receive, as I once did, an 
answer thus : " It will afford me great pleasure to 
except your kind invitation," etc. 

I might fill a volume with similar specimens, 
were it necessary. These defects are not charge- 
able to you. I have only instanced them as a proof 



154 THE teacher's assistant. 

Errors in Kelation to Spelling. 

of past neglect in teaching. I trust your pupils 
will bo so trained and instructed that they will 
never be giiilty of adding to the examples I have 
given. After speaking of two or three- of the causes 
of poor spelling, I will give you a few hints and 
methods for conducting the spelling exercise. It is 
often regarded as dull and uninteresting, but, by 
adopting variety, it may be made pleasant and prof- 
ital)le. 

One cause of the frequency of poor spelling may be 
found in the neglect with whicli the spelling lesson 
is treated in school. It is often crowded into a few 
minutes, and passed over in a very hurried and im- 
perfect manner, and if any exercise must be omitted, 
the spelling lesson is the neglected one. Another 
cause may be found in a feeling, not very uncom- 
mon, that spelling is undeserving the attention of 
any but very young pupils. Many feel as the young 
man did, who, on commencing a course at an acad- 
emy, demurred at the idea of joining the spelling 
class, notwithstanding he was a very poor speller. 
On being informed that all the pupils were required 
to join in the exercise, he very condescendingly con- 
sented to do so, provided the Avords should be taken 
from Webster's Unabridged Dictionary, — feeling 
that it would be quite derogatory if they should be 
selected from any spelling or reading book. These 
and some other erroneous notions must ]je eradi- 
cated. From the beginning, let your pupils see that 
the spelling lesson will always receive its due share 
of attention, and at its due time, and aho cause 



SPELLING. 155 



Pronounce properly. — No Guessing. 



them to feci that the only thing really derogatory is 
the inability to spell correctly. But I will proceed 
to describe a few methods for conducting the exer- 
cise, — both in the oral and written exercises, — 
for the latter of which I give a decided preference. 
I would, however, recommend a union of the two. 
But, first, I will allude to two very common errors. 

One is that of giving out the words with an im- 
proper pronunciation, or an undue emphasis on a 
particular syllable or vowel ; as, in-ti-mate, in-hab-T- 
tant, im-me-dl-ate-ly, sej^-a-rate, sim-T-lar-T-ty, op-e- 
ra-tion, etc. The only correct way is to pronounce 
a word precisely as it would be spoken by a good 
speaker ; giving no undue emphasis to any letter 
or syllable ; and, if distinctly pronounced once, it 
should suffice. 

The other error to which I allude is that of al- 
lowing pupils to try more than once on a word in 
oral spelling. This is wrong, and I trust you will 
guard against it. One trial is sufficient, and all be- 
yond is mere guessing. If pupils feel that they 
may make two or three attempts to spell a word, 
they will never become accurate spellers. 

Some are strong advocates for the use of the 
spelling-book, while others entirely discard its use. 
My own impression is that it may be used to a cer- 
tain extent ; but if you would make a spelling lesson 
truly interesting and profitable, you must draw ex- 
ercises from every proper source. It is an excellent 
plan to devote some time doily — a few minutes will 
suffice — to spelling the names of familiar objects. 



156 THE teacher's assistant. 

A Spelling Lesson. 

Ask your pupils to give you the names of all the 
objects they saw on the way to school, and as they 
repeat, write the words legibly upon the blackboard, 
and say to them that the list thus written will con- 
stitute the next spelling lesson. Let us suppose the 
following to be a list of the words given by your 
pupils, as names of objects they have seen on the 
way to school : — 



horse 


collar 


barrel 


wagon 


wheel 


teamster 


harness 


carriage 


mail-coach 


bridle 


whip 


trunk 


saddle 


axletree 


box. 



Now, that you may call particular attention to these 
words, spend five minutes in making some of them 
subjects for object lessons, somewhat as follows:* — 

Teacher. " What is the meaning of harness ? " 

Pupil. " It is something put on horses for them 
to draw by." 

Teacher. " Of what is it made ? " 

Pupil. " Of leather." (Here you may expand 
the subject by asking what leather is, how made, 
and why better for making harnesses than rope or 
other materials, etc.) 

Teacher. " Of how many principal parts does a 
harness consist ? " 

* In asking questions in this way, I would not often allow con- 
cert answers. Require all who feel prepared to answer to raise the 
hand, and then designate some one to give his answer, after which 
others who have a different definition may be called upon. 



SPELLING. 157 



Further Examples. 



Pupil. " Fovir, — co//ar, Aawes, saddle, and bri- 
dle." 

Teacher. " What is sometimes used instead of a 
collar? " 

Pupil. ^'■Breastplate.''^ 

You will readily see that such an exercise may 
be extended almost indefinitely, and be made inter- 
esting and profitable. If desirable to add to the 
number of words, given in the columns above, the 
italicized words will be very good ones. The word 
ivheel may be taken, and used somewhat as fol- 
lows : — 

Teacher. " Wliat is a wheel ? " 

Pupil. " A round frame which turns round." 

Teacher. " On what does it turn ? " 

Pupils. " On its axis ; we say a wagon-wheel 
turns on an axletree." 

Teacher. " Yes, — but not exleivQQ, as some 
say, ■ Can yovi name the parts of a wheel ? " 

Pupil. '■'■Hub or nave, felloe or felly, spokes, 
tire.'' 

Here you may call for a description of each, and 
explain the process of setting tire, etc. You may, 
also, qiiestion them on the different kmds of wheels 
which they have seen or heard of, etc. 

The word mail-coach may be taken and explained. 
So too box, wagon, barrel, axletree, may, each, be 
made a topic for a lesson. For variety's sake, as 
well as for profit, suppose you call upon your pupils 
to name sentences containing the word box. The 
following may be the examples given : — 

14 



158 



THE teacher's ASSISTANT. 



A List of Words. 



The driver sat upon the box of the coach. 

The garden walk had a border of box. 

John kept his money in a box. 

The boy received a box on the ear. 

Sailors can box the compass. 

Tliis will be sufficient to explain my meaning. 
Your active mind will readily expand the exercise, 
and make it highly interesting and instructive. 
Such questions in connection with the spelling les- 
son will do much to give it life and meaning ; and 
with such exercises, well devised and continued, 
pupils will become good spellers, though they may 
never study the spelling-book for an hour. The 
words thus selected can be left upon the blackboard 
until within a few minutes of the time for spelling 
them. 

At another time you may collect a list of words 
from the school-room, as follows : — 



book 


inkstand 


philosophy 


penmanship 


library 


desk 


astronomy 


composition 


arithmetic 


platform 


physiology 


declamation 


geography 


lilackboard 


botany 


orthography 


grammar 


crUyon 


aisle 


discipline 


dictionary 


shelf 


ventilator 


paper 


slate 


chair 


furnace 


scholar 


pencil 


algebra 


recitation 


teacher. 



The names of objects which pupils may see at 
their respective homes, may constitute a list suffi- 
ciently long for two or three lessons, and include 
such articles as may be found in nearly every house. 



SPELLING. 



159 



The. Parts of a Book. 



These names will be the very words all should 
know how to spell, and yet such as are very fre- 
quently misspelled. The articles kept for sale, in 
different kinds of stores, would also form a very 
appropriate and long list. The names of the va- 
rious trees to be found in the gardens, fields, and 
forests, and the names of flowers, would, also, be 
fruitful sources from which to draw many useful 
spelling and object lessons. 

Make a drawing of some familiar object upon the 
blackboard, as the basis of a spelling lesson. For 
example, the picture of a book. Call upon your 
pupils to name the different parts of the book, and 
you will get something like the following : — 

contents 

letters 

words 

sentences 

paragraphs 

printing 

stereotyping. 

Let us suppose you call, upon joxir pupils to give 
the names of the different trees they have seen, and 
the following are given and written upon the black- 
board : oak, walnut, elm, chestnut, hemlock, birch, 
cedar, pine, spruce , maple , beech, locust, ash, syca- 
more, poplar, vnlloiv, cypress, fir, larch, apple, pear, 
plum, peach, cherry, mulberry, apricot. After 
these are distinctly written, ask questions like the 
following : — 



outside 


preface 


inside 


title-page 


binding 


running-title 


leav.es 


folio 


edges 


quarto (4to) 


margin 


9^tavo (8vo) 


page 


duodecimo (12mo) 



IGO THE teacher's ASSISTANT. 

Parts of a House. 

Which of the trees named are fruit-bearing? 
Which produce nuts ? For what purposes is the 
oak valuable ? How many kinds of oak, and what 
called ? For what is the walnut valuable ? Which 
of the trees named are most prized as ornamental 
trees ? 

After calling for the uses and properties of the 
different trees, let the names be studied for a future 
spelling lesson. The same course may be pursued 
in regard to flowers, shrubs, vegetables, etc. 

At another time, you may make a plain drawing 
of a house. 

Teacher. " Can you tell me the names of some 
of the parts of a house ? " 

Pupil. '■'-Roof, eaves, ridgepole, cornice, doors, 
ivindoius, chimney, rafters, sill, sash, parlor, kitchen, 
pantry, cupboard, closet, sitting-room, chamber, 
garret, cellar, stairs, hall or entry, piazza. ^'' 

Teacher. " Can you name some of the mate- 
rials used in building houses ? " 

Pupil. " Timber, joist, boards, laths, nails, 
lime, brick, clapboards, shingles, glass, paint, 
screivs, hinges, stone, zinc, etc." 

The particular use of each of these objects or 
materials may be explained at the same time that 
its name is spelled. A prominent advantage in 
these methods is, that it connects the subject of 
spelling with actual objects, and gives it a meaning 
and a force. Pupils trained in this way will soon 
form the habit of spelling the name of every object 
they meet with. 



SPELLING. ini 



Another Slethod. 



I will now iiamo one or tAYO other methods wliich 
may be well for occasional use and for the sake of 
variety. In all exercises in oral spelling, I would 
recommend that you pronounce the words distinctly, 
once only, require the class to pronounce the same 
in concert, and then call iipon some one to spell. 
This will help to secure the attention, and make it 
sure that the word is understood. 

In giving out long woixIj it may be well, at times, 
to let the pupils spell by each giving a letter in 
its order, or pronouncing a syllable when finished. 
For example, let us take the word orthography . 
You pronounce the word and the whole class 
repeats it. In rapid succession the pupils spell 
thus, the figure indicating the number of pupil : 

12 3 4 5 6 7 8 9 10 11 12 13 

0-r — or — t-h-o-g — thog — orthog — r-a — ra — orthogra- 

H 15 IG 17 

p-h-y — phy — orthography (by whole class.) 

Another method Avhich has its advantages is the 
following. Let the teacher dictate some thirty or 
forty words to a class, requiring the members to 
write thcni \\.\)0\\ their elates. These words are to 
be carefully examined and studied by the pupils, 
who are also to be required to incorporate each 
word into a sentoncc, which shall illustrate its 
meaning and show that it is understood by them. 
After these senteiices have been read, and erased 
from the slates, let the words be again dictated, to 
be written and examined with special reference to 
the orthography. An exercise of this kind will an- 
swer very well to fill up time that would otherwise 

14* 



1C2 THE teacher's ASSISTANT. 

Extract from The Teacher and Parent. 

be iinimproved. The words may bo given on one 
afternoon, and the Avritten exercises and the spelling 
receive attention on the next afternoon. 

It will be well if the teacher will have a small 
blank-book in which to write such words as are fre- 
quently misspelt, or sucli as are not of very com- 
mon occurrence, and make use of these words for 
the method above named. 

* " In order to secure the perfect attention of a 
class, the following methods will be found valuable ; 
and, at the same time, they will aid in awakening 
an interest, and causing improvement. 

" 1. Read a short sentence distinctly, and require 
every word to be spelt by the class, — the first 
scholar pronouncing and spelling the first word, 
the next scholar the second, and so on, until all the 
words in the sentence have been spelt. After a lit- 
tle practice in this method, scholars will be able to 
go through with quite long sentences, with a good 
degree of accuracy and promptness. Many valuable 
truths and proverbs may in this way be impressed 
upon the mind, while attention is more directly 
given to orthography. The following may be sam- 
ples : — 

A good scholar 'will be industrious and obedient. 

If sinners entice thee, consent thou not. 

Take care of the minutes, and the hours will 
take care of themselves. 

A soft answer turneth away wrath. 

* From " The Teacher and Parent," published by A. S. Barnes 
& Burr, New York. 



SPELLING. 1G3 



A Slate Exercise. 



" 2. It will he well, often, to make all the mem- 
bers of a class feel responsible for the accurate 
spelling of each and every word. If the first mem- 
ber of a class misspells the word given to him, let 
the teacher proceed and give out the next word, 
without intimating whether the first was correctly or 
incorrectly spelt. If the second scholar thinks the 
first word was not correctly spelt, he will spell it 
instead of the one given to him ; and so on, througli 
the class, each being expected to correct any error 
that may have been committed. If the first spells 
a word wrong, and no one corrects it, let all be 
charged with a failure. This method will amply 
compensate for its frequent adoption. 

" I will now proceed to speak of some points in 
relation to the mode of conducting an exercise with 
the slate. Most exj^ericnced teachers have, latterly, 
often adopted the plan of writing words ; but, for 
the benefit of others, I will specify one or two 
modes. 

" Let the teacher select words from some studied 
exercise, either in the reading-book or spelling-book, 
pronounce them distinctly, allowing time, after each 
word, for all to write it legibly. After all the 
words have- been given out, each "slate may be ex- 
amined separately, and all errors noted ; or, the 
members of a class may exchange slates, and each 
examine his companion's slate, — while the teacher 
spells the words correctly, — and mark the number 
wrong upon each slate. Or, instead of either of 
these, the instructor may call upon some one to 



164 THE teacher's assistant. 

Names of Persons and Places. 

spell a word as he has written it, and then request 
those who have written differently to signify it by 
raising the hand. Neither of these methods will 
consume much time, and either of them will be 
preferable to the oral method. 

" It will sometimes be the case, that scholars will 
prove themselves quite expert in spelling long or 
difficult words, and yet make sad mistakes in spell- 
ing those that are shorter, and apparently much 
easier. To remedy this, it will be well, occasionally, 
to read slowly an entire stanza or paragraph, and 
require the members of a class to write the same 
upon their slates. This course has its advantages. 

" Again, it is frequently the case that scholars are 
exceedingly deficient in ability to spell' the names of 
countries, states, counties, towns, mountains, rivers, 
individuals, etc. Any teacher, who has not exer- 
cised his pupils on such words, will be astonished at 
the number and nature of the errors that will be 
committed by a class on the first trial. Let teach- 
ers who have overlooked words of this description, 
in conducting the spelling exercise, commence by 
requesting their pupils to write all the Christian 
names of their schoolmates, the names of the coun- 
ties in their native State, towns in the county, and 
States in the Union. Though the result, at first, may 
be neither very satisfactory nor gratifying, the plan, 
if frequently adopted, will cause much improvement. 

" It may be profitable, sometimes, to request the 
members of a class to select, from a certain number 
of pages in a book, some ten or twelve words, which 



SPELLING. 1G5 



The Blackboard may be used. 



may seem to them of most difficult orthographical 
construction, which shall, subsequently, be given to 
the class as a spelling exercise. The prominent 
advantage in this plan results from the fact that 
each scholar vs^ill, in searching for a few words, 
notice the orthography of a much larger number, — 
selecting such only as appear to him peculiarly 
difficult. In this way pupils will, unconsciously as 
it were, study with interest a lesson in itself un- 
attractive to them. Favorable results will attend 
such a course. 

" If a school-room is well furnished with black- 
boards, the words or sentences for the spelling exer- 
cise may be written on them. In this case, it may 
be well to have the exercise occur during the last 
half-hour of the day. Let the scholars be required 
to write the words, legibly, as soon as pronounced 
by the teacher. After all have written, let the 
teacher examine the work, and draw a line over 
such words as are incorrectly written, and request 
that all errors be corrected immediately after school 
is dismissed. It is very important that pupils should 
be required to write all such exercises in a neat and 
distinct manner. 

" At times it may be well to require scholars to 
divide the words into their appropriate syllables, 
and to designate the accented syllable of each word ; 
as, an-ni-ver'-sa-ry, me-men'-to, la'-bor, la-bo'-ri-ous. 

" Another method of conducting the exercise of 
spelling is the following, — and we may add, that, for 
more advanced schools, it possesses some advantages 



166 THE teacher's assistant. 

An Additional Method. 

over either of the others named. Let the teacher 
write, legibly, upon the blackboard, some twenty or 
more difficult words, and allow them to remain 
long enough to be carefully studied by the school. 
A few minutes before the close of the school, let all 
the words be removed from the board. Now let 
each scholar put aside his books, and provide him- 
self with a narrow slip of paper. At the top of this, 
or upon one side, let him write his name, and then 
the words, as dictated by the instructor. After all 
have written the list of words that had previously 
been placed upon the blackboard, let the slips be 
collected, and taken by the teacher, who may him- 
self, aided perhaps by some of his best spellers, ex- 
amine the slips, and mark those wrong upon each. 
At some hour of the next day, let the teacher read 
the result to the whole school, stating the number 
of errors committed by the several pupils ; after 
which, the papers may be returned for correction. 
We will suppose, for illustration, that, on some day, 
the teacher gives out the names of the months, days 
of the week, and seasons of the year ; and that the 
following is a sample of one of the papers, as re- 
turned by the teacher, with errors marked : 





AMOS MASON. 






Eleven Errors. 




January. 


Fcberwary.* 


March. 


April. 


May. 


June. 


July. 


August. 


Septembur.* 


Octobur* 


Novembur.* 


Decembur.* 


Sundy.* 


Monddy.* 


Tuesday. 



SPELLING. 1G7 

An Attractive Method. 



Wensday.* 


Thursday. 


Friday. 


Saterday.* 


Spring. 


Sumer.* 


Autum.* 


Winter. 





" In conducting this exercise, let the teacher 
insist upon perfect distinctness in the writing of the 
words, and let it be understood that every letter not 
perfectly plain will be considered as wrong, and 
marked accordingly. It will be readily seen, that a 
little skill, on the part of the teacher, in the selec- 
tion of words, will make this a highly useful and 
interesting exercise ; and the time for the announce- 
ment of the number of errors will be looked for with 
interest. 

" An attractive method, which may answer for 
oral or written spelling, is the following. The in- 
structor pronounces a word, which is to be spelt by 
the first in the class, who will immediately name 
another, commencing with the final letter of the 
first word, which is to be spelt by the next scholar \ 
and he, in turn, will name another word, and so on.^ 
through the class. If the words are to be written 
upon the slate, the same course may be taken, as to 
naming of words. Let us take, for illustration, the 
following words : — 

Commotion. Rhetoric. 

Nourishment. Circumstances. 

Theoretical. Sympathy. 

Language. Yellow. 

Endeavor. Wandering. 

An exercise of this kind will have its peculiar ad- 



1G8 THE teacher's assistant. 

Unusual Words. 

vantages, the more prominent of which will be, the 
awakening of thought and interest. After a little 
practice, the members of a class will be able to 
name words with a great degree of promptness ; 
and an exercise of this kind will be made highly 
interesting and profitable. 

" Another method, and the last I shall name, is 
the following, which may prove very useful in the 
higher classes of most schools. Let the teacher 
pronounce to a class several words of difficult or- 
thography, or short sentences containing such words, 
the pupils writing the same upon their slates as fast 
as dictated. After the desired number of words 
and sentences have been written, the instructor may 
address his class as follows : ' Scholars, the words 
and sentences which I have just pronounced may 
require from you some study. Examine them 
carefully, ascertain the correct spelling and mean- 
ing of each ; and when you have studied them suffi- 
ciently, erase them from your slates. To-morrow 
I shall give you the same exercise, and shall then 
expect you to write them accurately.' 

" Let us suppose that the following words and 
sentences should be given for an exercise of this 
kind : 

Aeronaut. Colporteur. 

Armistice. Hemorrhage. 

Anchovy. Beau ideal. 

Acoustics. Guillotine. 

Bronchitis. Hemistich. 



SPELLING. 169 

Words unusually difficult. 

Thomas has an excellent daguerreotype likeness 
of his mother. 

The dahlia is a beautiful flower. 

He was a successful merchant and a skilful finan- 
cier. 

The glaciers of Switzerland. 

There is a beautiful jet cfemi, on the common. 

There was a beautiful giraife in the menagerie. 

His loss caused great poignancy of grief. 

It was a successful ruse de guerre. 

The police exercised strict surveillance. 

" This mode is well adapted for presenting words 
and phrases whose orthography is peculiarly diffi- 
cult, and which occur less frequently than most 
words." 

By a judicious use of the methods I have named, 
and of others which may suggest themselves to your 
mind, I cannot but think you will succeed in your 
attempts to make your pupils good spellers. That 
such may be the case is the earnest wish of 

Your sincere friend, 

C. 



15 



LETTEE XIII. 



PENMANSHIP. 



My dear Friend : — 

Your piijjils will all be anxious to write, and 
those foolish parents who have been duped into the 
belief that a finished style of writing may be given 
in " twelve lessons of one hour each," will be rather 
unreasonable in their demands ; but you have too 
much sense to feel any sympathy with such notions, 
and, of course, will neither attempt nor j^retend to 
be one of the impostors. 

A good handwriting is often spoken of as quite 
an accomplishment. It is more. Its utility is its 
chief value, and for this, mainly, should it be taught. 
Whatever is worth knowing at all, is worth knowing 
well ; and whatever is worthy to be taught, is wor- 
thy to be thoroughly taught. All reasonable peo- 
ple believe this, and yet how few practise it ! How 
many there are who write so illegibly as to make it 
almost impossible to decipher their meaning ! How 
often do we find it necessary to spend more minutes 
in reading a letter, than the writer used in penning 
it ! This should not so be, and certainly there is no 



riCNMANSIilP. 171 



The True End to be kept in View. 



reasonable cxcvise for it. With proper care and 
right instruction, every pupil on leaving school may 
be, and should be, able to write a fair and legible 
hand, — I mean every one who attends school regu- 
larly. Some, of course, will write a more finished 
and elegant style than others, and learn much more 
readily ; but if a boy leaves school at the age of 
fourteen years, without the ability to write a plain, 
readable hand, he must have been grossly heedless, 
or his teacher a very incompetent one. 

But you wjdi for hints and directions. I can 
jwint out no r%^t road, — designate no way in which 
you can hope to make good writers without con- 
tinued care on your ^jart, and persevering effort and 
practice on the part of your pupils. This shoiild l)c 
understood at the outset by you and by them. I 
think it may also be understood, that a due regard 
to the directions and suggestions which I am about 
to give will secure satisfactory results in the branch 
under consideration. 

A definite, desirable, and attainable end should be 
kept before the mind. It is too often the case that 
pupils commence writing with no well-defined views, 
and with no object beyond that of spending the re- 
quired time in making " pen-and-ink marks " upon 
paper ; and many teachers, I am sorry to add, feel 
that their whole duty is performed if they require 
their pupils to devote a half-hour daily to tlie mak- 
ing of these marks. No right taste is cultivated, 
no directions given, no instruction imparted, and, 
of course, no improvement is made. Week after 



172 THE teacher's assistant. 

The Position. — The Pen. 

week the pupils sit in the same improper position, 
holding the pen wrong, making and remaking very 
imperfect letters, — both teacher and pupils attach- 
ing more consideration to the quantity written than 
to the quality. 

I will now, in a familiar way, proceed to give a 
few hints and directions on specific points. 

I. The Position. — Pupils are very apt to sit in 
an awkward and bent position. They should be 
required to sit nearly erect, and with the right or 
left side towards the table. If you find that your 
pupils have acquired a bad position, it may require 
considerable effort for you to cause a change ; luit 
it should be effected, whatever amount of lal)or and 
time it may cost. It is not uncommon to find pu- 
pils in schools who bend over so much as to bring 
their eyes very near the paper. Though this is 
really an unhealthy and uncomfortable position, it 
will be no easy matter to cause a change, especially 
if the improper position has been long allowed. 

II. Holding the Pen. — You cannot be too par- 
ticular in your efforts on this point. Very bad 
habits are often formed, and become so established 
that the most patient and decided effort will be ne- 
cessary in order to eradicate the old habit and intro- 
duce a new and correct one. But you must do it, 
if you would hope to be a successful teacher in this 
department. Bad habits in pen-holding are fre- 
quently the result of the improper construction of 



PENMANSHIP. 173 



Holding the Pen. 



seats and desks. It is sometimes the case that the 
seat is so far from the desk, or the desk so high, as 
to render it impossible to sit erect, or hold the pen 
in a proper position. Effort should be made to have 
these right. If you find that any of your pupils 
have formed bad habits in holding the pen, give at- 
tention to the subject, and not lose sight of it until 
all is right. Sit at your table in \dew of your school, 
with your body and pen in proper position. Re- 
quire them to observe how you sit and hold your 
pen, and then require them to imitate your example. 
It may seem awkward to them at first. If so, re- 
peat the operation frequently, requiring them to 
imitate you in movements similar to those made in 
actual writing. The following cuts will show the 
correct position of the hand and pen. 





^x-^ 



III. A correct Taste and quick Perception. — These 
are very important points. It is very essential that 
we know precisely what is to be done before we at- 
tempt to do it. A farmer once sent an ignorant man 
to work in his field, who spent most of the day in 
plying the hoe, but doing little good and much harm, 
simply because he knew not the difference between 
the weeds to be cut up and the corn to be cultured. 

15* 



174 THE teacher's assistant. 

Illustratious. 

So, often, it is with pupils in writing, — they have 
no clear idea of what they should do, and the longer 
they use the pen, the more paper they waste, and 
the more bad habits they confirm. After devoting 
the requisite time and attention to the two particu- 
lars p.re\aously named, — position and holding the 
pen, — spend a little time in an effort to cultivate a 
correct taste and judgment. I will tell you how 
this may be done, and would suggest that a few 
minutes be given daily to this point, — the main 
thing being to lead the pupils to see that the same 
letter may be made in several different ways, and at 
the same time cause them to feel that one way is 
the best, and that they should always aim to secure 
the best way. Let us go to the blackboard, in im- 
agination, with the following : — ' 

I S3 4 5 6 

Teacher. " Scholars, can you tell me what let- 
ters these are ? " 

Scholars. " Yes, Sir ; they are w's." 

Teacher. " What, all w's ? Are they all alike ? " 

Scholars. " No, Sir ; some are made l^etter than 
others, l)ut they are all w's." 

Teacher. " Which do you think is made best ? " 

Scholars. " The fourth one." 

Teacher. " Those who think the fourth is the 
best, may raise their hands." (All hands up.) 
" Very well ; I think so too. Now let us see what 
fault there is with the others. George, what do 
you thhik of No. 1 ? " 



PENMANSHIP. 175 



A Lesson. 



George. " The dijEferent parts are not of the 
same height, and the turns are not good." 

Teacher. " Very well ; but is that all ? Thomas, 
can you name any other faults ? " 

Thomas. " I should think they all ought to have 
the same slope and be better spaced." 

Teacher. " Very good, I am glad you under- 
stand so well about these letters. Now if you were 
going to make one, which should you try to imi- 
tate ? " 

Scholars. " The fourth." 

This might be extended, but the idea will be 
readily seen. Each of the other iri's may be treated 
in the same manner, — the particular defects in 
each being pointed out. 

A similar course may be pursued with more ad- 
vanced classes. A line like the following may be 
presented for criticism : — 

A course of questioning on this line would lead 
pupils to see the prominent faults, and induce 
them to study to avoid them. Such a plan will 
afford an opportunity for explaining the difference 
between the looped and unlooped letters ; the effects 
of unequal spacing ; want of uniformity in height ; 
and of evenness in the down marks, etc. In ex- 
' amining the writing-books of one day, you will find 
a sufficient number of errors to afford you material 



176 THE teacher's assistant. 

How to secure the Object. 

for a lesson the next. Two particulars should be 
kept constantly and prominently before the mind of 
the pupils. 

1st. That they should strive to imitate a good 
model. 

2d. That the writing of each day should indicate 
an improvement upon that of the preceding day. 
Towards securing the first of these, the blackboard 
exercises above alluded to will do much. To pro- 
mote the second, I would recommend the two fol- 
lowing plans. 

1. At the beginning of the term let each puj^il 
write a few lines upon a page of a blank-book, pro- 
vided for the purpose, and say to him that at the 
close of the term he will be required to write a few 
more lines on the same page, and that, if he is faith- 
ful and attentive, the lines last written will appear 
much better than those written at the commence- 
ment of the term. This will give you in one book 
— and a common writing-book will answer — a 
specimen of the handwriting of each pupil at the 
beginning and also at the close of the term. It will 
have a stimulating effect upon your pupils. 

2. Let the pupils go through the book, writing one 
half of a page at a lesson, — and one half of a page 
well written will be better than ten pages carelessly 
written. After writing one half of each page in the 
book, let them re-commence and write the remaining 
half of each page. There will be two advantages in 
this, — one that it will relieve pupils of the monot- 
ony of writing the same copy, and the other, that 



PENMANSHIP. 177 



Classification in Writing. 



the time elapsing between writing the first and last 
half of each page will be sufficient to afford a crite- 
rion of improvement. 

IV. If possible^ classify your Pupils in Writing, 
as ivell as in other Exercises. — The pupils in most 
schools may be arranged in from two to four classes 
in writing. This classification may be governed by 
qualification, as in other branches. One of the 
prominent advantages of such an arrangement will 
be the opportunity of giving instruction to a num- 
ber, at the same time, on the same copy. For this 
purpose the blackboard may be used with excellent 
effect. "We will suppose that your first class is just 
commencing the book, and that the first copy is to 
be written. Go to the blackboard and write the copy, 
and call their attention to tlie particulars to which 
they should give special effort, and point out some 
of the ' errors which pupils most frequently make. 
To a class of ten or twenty members, more or less, 
you can make a brief exercise of this kind very 
profitable. After listening to your instruction and 
hints, they will commence writing with some defi- 
nite object in view. In a late report to the School 
Committee of Boston, Superintendent Philbrick thus 
testifies in favor of the use of the blackboard for 
illustration in this branch : " Where the best re- 
sults were produced, the blackboard was in constant 
use, and a whole section of pupils wrote the same 
copy at the same time." Perhaps you will say that 
your pupils are so irregular in their attendance, that 



178 THE teacher's assistant. 

Have all write the same Copy. 

you cannot classify them in writing. But you can 
just as well as in other branches. Every class 
suffers from the irregular attendance of members. 
Have the copies come in regular order, and if a 
pupil is absent when a particular page is written, 
either require him, on his return to school, to write 
the page after school, or leave it blank ; and if at 
the Qud of the term there are several blank pages, 
just explain to the committee and parents the rea- 
son, and say to them that there are just as many 
blank pages in all other studies, only they are not 
so distinctly visible as in this particular. This may 
cause some to see the evils of irregular attendance 
in a new light. 

It will frequently happen that a whole class will 
err in the same particular, or in making the same 
letter. When such is the case, go to the blackboard 
and imitate the wrong letter or letters, and show 
wherein the defect is. Then make a letter as nearly 
correct as possible, and reqinre them to spend two 
or three minutes in forming the same letter on slips 
of paper. 

The following sensible and judicious remarks and 
directions I take from the cover of one of the best 
systems of penmanship now before the public* I 
commend them as worthy of observance. 

" Prom an experience of many years, we are satis- 
fied that there is no short and easy method of ac- 

* Payson, Dunton, and Scribner's, published by Messrs. Crosby, 
Nichols, & Co., Boston. 



PENMANSHIP. 179 



Valuable Rules. 



quiring a rapid and graceful style of penmanship ; 
and that those who profess to teach the art of writ- 
ing in twelve, twenty-four, or double that number 
of lessons, may be justly regarded as empirics. 

" Learning to write well must always be a work 
of much time and effort, since it involves a careful 
training of the eye and hand, and a gradual devel- 
opment of the judgment and taste. Great natural 
obstacles are sometimes to be overcome ; but by 
careful and well-directed efforts, with a good system, 
any one may learn to write well, and most persons 
may learn to write elegantly. 

" Good writing is characterized by legibility ^ ra- 
pidity^ and beauty. In order that these ends may 
be attained, the following rules must be carefully 
studied and implicitly observed, — all of which the 
authors submit to the careful attention of the 
public. 

" 1. Of Position. — Sit with either the right or 
left side turned a little towards the desk, in an easy, 
natural position, but. do not lean against the deSk. 

" 2. Hold the pen with a gentle pressure, be- 
tween the thumb and the first and second fingers., 
keeping the muscles of the hand and arm so re- 
lieved that the motions may be free and easy. 

" 3. Op Position of Hand and Arm. — The hand 
and arm should rest very lightly upon the desk, in 
order to secure freedom of motion and rapidity of 
execution. 

" 4. Remarks. — Before commencing to write 
after a copy, the pupil shoidd carefully notice the 



180 THE teacher's ASSISTANT. 

Kules, continued. 

form and proportion of each letter, and he should 
also examine each ivord as soon as it is written, to 
see wherein it differs from, or agrees with, the copy, 
and 'then try to improve it the next time. This 
course, diligently pursued, will certainly secure a 
good degree of improvement ; while, by an opposite 
course, the time of the pupil and the labor of the 
teacher will be entirely wasted. 

"5. Op Order and Neatness. — Write nothing 
but the copy on the book, unless directed to do so 
l)y the teacher ; but try to keep the book clean and 
free from hlots^ and never cut out a leaf. Keep the 
pen clean, and ink thin. A habit of neatness and 
order is of very great value to a book-keeper or 
business man. 

" 6. The Pen. — Never touch the point of the pen 
with the fingers, nor wipe it on the hair, but on a 
pen-wiper, made of some kind of cloth. It should 
be wiped often, and always when you lay it aside. 
Do not hold the pen between the teeth while turn- 
ing the leaves, etc., but place it over the right ear, 
where it will be less liable to make blots than else- 
where. 

" 7. Of Position of Left Hand. — The left hand 
may rest on the paper above the line on which you 
are writing, but never below it, as the oily matter 
of the perspiration, on the paper or the pen, will 
prevent the ink from flowing freely." 



LETTER XIV. 

GRAMMAR. 

My dear Friend : — 

Much time has been devoted, in most schools, to 
the subject of Grammar ; yet the real attainments 
of pupils, for all practical purposes, have been very 
limited and unsatisfactory. In this branch, more 
than in any other, have pupils been allowed to re- 
peat words, definitions, and rules, which were to 
them but empty sounds, — meaningless expressions. 
In many cases, scholars have committed to memory 
the entire contents of a text-book, without gaining 
any true knowledge of langiiage or grammatical 
science. What I have said of geography is quite 
as true of grammar, — that words are too often 
learned and repeated on the recitation-seat, without 
imparting any definite ideas. " What is a vowel ? " 
asked a teacher of a girl. " A vowel is an articu- 
late sound," was the ready answer, in the language 
of the book. "And what is an articulate sound ? " 
" A melodeon," answered the girl. To her mind, a 
vowel was but another name for a musical instru- 
ment, or melodeon. 

16 



182 THE teacher's assistant. 

Anecdote by Professor Russell. 

Some of the most discouraging cases you will 
meet with will be those in which pupils have " been 
through the Grammar," and learned little but words. 
Professor Russell gives a case in point. " A boy, 
who had studied grammar a long time, got tired of 
it, and did not wish to go over the definitions again 
imder the guidance of another teacher. To test 
him, the teacher said : 'Do you think you under- 
stand all that you hare studied ? ' ' Yes, Sir ; I 
know it all.' ' Well, here is the definition of an in- 
definite article ; what is that ? ' '^ A or an is styled 
the indefinite article, and is used in a vagiie sense ; 
in other respects mdetcrminate.' (So he learned 
from his Grammar.) ' Do you understand that 
fully?' '0 yes. Sir.' 'Will you tell me what 
" styled " means ? ' ' Why, it means something sort 
of grand, stylish.' ' Wliat does " article " mean ? ' 
'It means — why, it means anything that we see.' 
' What does " vague " mean ? ' 'I don't know, Sir.' 
' Well, what does " indeterminate " mean ? ' . ' Be- 
ing very determined about it, Sir.' " 

And yet this lad, like hundreds of others, had a 
sort of impression that he knew all about grammar, 
and felt it almost derogatory to his standing as a 
scholar to have liis attention called to it as a suit- 
able branch for him to study. If you meet with 
such a case, as you undoubtedly will, your first ef- 
fort must be directed to con^incing the pupil that 
he does not comprehend the subject. This will be 
no easy task, and yet it must be accomplished. You 
must strive to convince him both of his lack and 



GRAMMAR. 183 



When to commence Grammar. 



need of knowledge, before you can expect to liave 
liim study with a will. 

Yon wish to know what I consider the proper age 
for commencing the study of grammar. This will 
depend on circumstances. Many lessons may he 
given to very, young pupils. The parts of speech, 
kinds of sentences, and many other points, may be 
treated of in a familiar style of oral lessons by the 
teacher, and much information may be imparted to 
pupils of the ages of eight or nine years, before they 
take tfcc text-l)ook. The " when " to commence, 
therefore, will depend much upon the " how " of 
commencing. The veiy youngest pupils should have 
the benefit of correct examples of speech. But it 
would be better that the study of grammar never 
be commenced, than to have it improperly treated. 

My object, in this letter, will be to caution you 
against the tendency, on the part of scholars, to 
learn words only, and also to give you a few hints 
on teaching grammar. Mr. Tower, in his preface 
to a valuable work entitled " Grammar of Composi- 
tion," uses the following sensible and truthful lan- 
guage : — " English Grammar has been defined as 
' the art of speaking and writing the English lan- 
guage correctly ' ; and this definition has been ac- 
cepted and retained by grammarians, notwithstand- 
ing it has become a matter of public notoriety that 
pupils may excel in granmiar and ' parsing,' as 
taught in our schools, and yet be unable to form 
grammatical sentences, either orally or in writing. 
Where, then, is the fault ? in the definition, or in 



184 THE teacher's assistant. 

Correct Speaking. ' 

the method of teaching? In the hitter, we fully 
believe. The very fact that it is an art shows the 
absurdity of supposing that it can be acquired with- 
out practice. Who ever became a skilful musi- 
cian simply by studying the principles and rules of 
music ? " • 

If teachers would regard the truth contained in 
the 1)rief extract just made, it would be sufficient. 
And yet, for years and tens of years, a sort of word- 
repeating and formal round of technical parsing 
have constituted the sum and substance oft gram- 
mar in many of our schools, though within the last 
ten years the study has been more wisely taught l)y 
most good teachers. Many of my suggestions, at 
this time, will be directed to giving the subject a 
more practical bearing. 

Be careful to speak correctly yourself, and re- 
quire your pupils to do the same. — This is all- 
important. If, in all yonr conversation, your com- 
mands and requests, you speak with propriety, you 
will, as it were, be a li\dng grammar to your pu- 
pils. Your example will be felt for good. On 
the other hand, if you are careless in the use of 
language, and are gmilty of frequent gi-ammatical 
inaccuracies, you can hardly hope to have your 
pupils speak correctly. One great difficulty in the 
wny of teaching grammar is, that the pupils out of 
the school-room often hear expressions and lan- 
guage at variance with any correct standard. If 
all pel sons were in the habit of "speaking the 



GRAMMAR. 185 



A Comparison. 



English language correctly," the teacher's efforts 
to impart instruction in the school-room would be 
far more successful. But every pupil has twofold 
instruction, — that in the school-room and that out- 
side the school ; and often the two are directly 
antagonistic in their influence and results. This 
point is not duly considered, and the faithful 
teacher is often charged with errors or defects in 
his pupils, which are in no true or just sense 
chargeable to him. 

Let us suppose a portrait-painter undertakes to 
perfect the likeness of some person. During a part 
of the hours of each day he devotes his time and 
skill, most assiduously, to make the painting life- 
like and accurate. Faithfully and well he performs 
his part, making no errors, but constailtly develop- 
ing true shades and right points. Every touch is 
made at the right time, and in the right place and 
manner. Now suppose this unfinished painting 
should be daily brought in contact with those who 
are no artists, and that each should give a touch 
with his own unskilled hand. It would be easy to 
predict the result. And yet the teacher's work is 
thus exposed and tampered with ; and in no point 
does it suffer so much as iu that under considera- 
tion. Be sure that the errors of the street find no 
countenance iu the practice of the school-room. 
" Speak correctly " yourself, if you would hope to 
have your labors in teaching grammar successful, 
and insist on correct speaking on the part of your 
pupils. By the exercise of care and judgment, you 

16* 



186 THE teacher's assistant. 

Be thorough and clear. 

will soon succeed in creating a sort of popular 
school-sentiment in favor of the right ; and when 
you have secured this, your success will be sure. 

Make your teaching thorough and clear. — One 
of the most common errors has been that of at- 
tempting to advance too rapidly. The pupil's mind 
is often so perplexed with the variety before him, 
that he receives no definite and accurate view of 
any one topic. I have known a class of beginners 
who have been required to give the definitions of 
all the parts of speech at a single lesson. Of course 
they could not receive any clear impression of either. 
The result would naturally be vague and confusing. 
Suppose one individual should attempt to enlighten 
a friend in relation to the trees in a dense forest, 
not one of which was known to the second party. 
The two enter the forest, and the first, as they pass 
rapidly along, says to his friend : " This is an oak ; 
this, a pine ; this, a hickory ; this, a hemlock ; this, 
a chestnut," <fec. ; — without any attempt to point 
out the distinctive peculiarities of each, and not even 
allowing time for the learner to take a fair look at 
each tree as its name is given. How many such 
forest walks would it require to give to the man the 
needed information ? Yet a course equally unrea- 
sonable has often been taken with beginners in 
grammar. See that you commit no such error. 
From the beginning, teach one thing at a time, and 
teach that thoroughly. Make one step familiar be- 
fore another is attempted. 



GRAMMAR. 187 



Teach one Thinj!; at a Time. 



In teaching the several parts of speech, deal with 
one singly, at first, and dwell npon it until the class 
understands it. The old definition of a noun was 
as follows : " A noun is the name of anything that 
exists, or of which we have any notion ; as, London, 
man, virtue." I have heard this repeated scores of 
times, when I was satisfied that those who gave the 
definition had not the slightest correct " notion " 
of the part of speech defined. To them a noun was 
"London-man-virtue," — but what "London-man- 
virtue " was, they knew not. Most of the Grammars 
of the present day define a noun as " the name of 
an object," — and yet even this may be repeated, 
and not be understood. I have, in many instances, 
known pupils to confound the oljject with its name. 
The word hook is a noun, but not the book itself. 
See that your pupils discriminate, and, after using 
proper effort to make the point plain, call upon them 
for a list of nouns. Ask them to give you the 
names of all the objects in the school-room, and 
write them as they are spoken. The list may be 
something as follows : Desk, chair, book, stove, 
inkstand, pencil, slate, pen, window, floor, wall, 
nail, hat, etc. They may also be called upon to give 
the names of objects that they have seen on their 
way to school. Continue exercises of this kind, 
requiring your pupils to write them upon their 
slates, until they are fully comprehended. The same 
course may be pursued to explain what is meant by 
" common and proper," as applied to nouns. Re- 
qjiire the pupils to make lists of each until they 



188 THE teacher's assistant. 

Illustrative Exercises. 

shall be able to do so with promptness and correct- 
ness. Number, person, gender, and case may be 
taken in the same manner. If a term has been 
properly explained, require your pupils to give a 
practical illustration by some written exercises. 
After the noun and its several modifications have 
been considered, in the manner alluded to, your 
class will be prepared to write sentences exemplify- 
ing the following : — ^ 

A sentence containing one proper and two com- 
mon nouns. 

A sentence with a proper noun in the nominative 
case, and two common nouns in the objective case 
and singular number. 

A sentence with two common nouns, one in the 
nominative and the other in the possessive case. 

A sentence with a proper noun in the nominative 
case, masculine gender, and a common noun in the 
plural number, objective case, and feminine gender. 

These exercises will please the pupils, and they 
should be continued until the several points and 
modifications are made perfectly plain. 

The same general plan may be taken with the 
several parts of speech, and their various modifi- 
cations. Have every definition followed by some 
written exercises illustrative of the same. The dif- 
ferent kinds of sentences may be explained in the 
same manner. 

On the subject of grammar, important as it is, 
it is hardly necessary that I should enlarge. The 
hints I have already given will fee of some service if 



GRAMMAR. 189 



False Syntax. 



duly regarded. On many points teachers differ in 
opinion. A score of years ago most of the gram- 
matical exercises consisted in the parsing of words. 
These were conducted in a manner so set and for- 
mal, that but little good resulted from them. The 
analysis of sentences received no attention. But 
there has been a change, and now, with many, the 
old mode of parsing is entirely discarded, and analy- 
sis substituted therefor. The true course, I think, 
is to give attention to both methods. Combine the 
two in practice, and the results will be satisfactory. 

Much of grammar, in its practical use, will enter 
into the exercise of Gomposition, — of which I shall 
speak more particularly in my next letter, — and 
I would urge you to give much attention to that 
branch of the subject. Indeed, in all your attempts 
to teach the subject, do not forget that it is only by 
frequent practice that one can reasonably hope to 
become skilled and ready in " speaking and writing 
the English language correctly." 

Before closing, I will speak of two other exercises 
in this connection. The first is the correction of 
false syntax. It will be well, occasionally, to place 
upon the blackboard a few ungrammatical sen- 
tences and require your pupils to correct them, 
and also to tell what is wrong, and why wrong, 
in the example given. I will add a few sentences 
for the purpose named. You will find that pupils 
will feel pleased in attempting their correction, and 
the effort will cultivate a critical and observing 
spirit. 



190 THE teacher's ASSISTANT. 

Examples for Correction. 

Charles did it unbeknown to me. 

It is him. It is her. 

Let every schohxr attend to their studies. 

May John and me go to walk ? 

Please to let John and I go to walk. 

You should have went with me. 

He said how he would go. 

I have not seen him this ten days. 

I expect you reached home safely. 

John and George was to home. 

I saw that James had been abused with half an 
eye. 

A newspaper has the followidig : — 

" Wanted. — A young man to take charge of a 
pair of horses of a religious turn of mind." . 

A carpenter once rendered the following bill to a 
farmer, for whom he had worked : " To hanging two 
barn-doors and myself seven hours, one dollar and 
a half." 

A newspaper says : "A child was run over by a 
wagon three years old and cross-eyed, with panta- 
lets on which never spoke afterward." 

A man writes : " We have two school-rooms suffi- 
ciently large to accommodate three hundred schol- 
ars one above another." 

Another writes : " We have a new school-house 
large enough to accommodate four hundred pupils 
three stories high." 

Make a memorandum of errors, like the above, as 
you hear or see them, and occasionally make one 
the subject of a brief criticism by the school, guard- 



GRAMMAR. 191 



Punctuation. 



ing against any improper spirit on the part of your 
pupils. Aim to have all criticisms made in a 
friendly, and not in a censorious or supercilious 
spirit. 

The only remaining point, to which I will call 
your attention in this letter, is punctuation. This 
has been sadly neglected in our schools ; and yet its 
importance, as affecting the import of what is writ- 
ten, is such as to demand for it special attention. 
Of course I cannot consider the subject in detail. 
1 will merely urge its claims to your attention, and 
give a few examples illustrating the entire change, 
in meaning, caused by a change of punctuation. 
These examples will assist you in showing the effect 
of punctuation, and in awaking an interest in the 
right direction.* 

" Lord Palmerston then entered ; on his head, a 
white hat ; upon his feet, large, but well-polished 
boots ; upon his brow, a dark cloud ; in his hand, 
his faithful walking-stick ; in his eye, a meaning 
glare ; saying nothing, he sat down." 

With a slight change in punctuation, it will read 
thus : " Lord Palmerston then entered on his head ; 
a white hat upon his feet ; large, but well-polished 
boots upon his brow ; a dark cloud in his hand ; his 
faithful walking-stick in his eye ; a meaning glare 
saying nothing. He sat down." 

* A Treatise on Punctuation, by John Wilson, is the best work on 
the subject within my knowledge. Indeed, it seems to be a complete 
treatise on the subject, and it should be used in all our schools. I am 
indebted to it for two or three of the illustrations. 



192 THE teacher's assistant. 

Examples. 

In the priory of Ramessa there dwelt a prior who 
was very liberal, and who caused these verses to be 
written over his door : 

" Be open evermore, O thou my door, 
To none be shut, to honest or to poor." 

But after his death, there succeeded him another, 
whose name was Raymond, as greedy and covetous 
as the other was bountiful and liberal, who kept 
the same lines there still, changing nothing therein 
but one point, which made them run after this 
manner : 

" Be open evermore, O thou my door, 
To none ; be shut to honest or to poor." 

Afterward, being driven thence for his extreme 
niggardliness, it grew into a proverb, that for one 
point Raymond lost his priory. 

Observe the difference in the following : " The 
persons inside the coach were Mr. Miller ; a clergy- 
man ; his son ; a lawyer ; Mr. Angelo ; a foreigner ; 
his lady ; and a little child." 

As here punctuated, with a semicolon after each 
noun, the number of individuals is eight. Arrang- 
ing the names in pairs, thus : " The persons inside 
the coach were Mr. Miller, a clergyman ; his son, a 
lawyer ; Mr. Angelo, a foreigner ; his lady ; and a 
little child," — we reduce the number to five, and 
entirely change the meaning of the sentence. 

Varying the punctuation a third time, we find 
that " the persons inside the coach were Mr. Mil- 
ler ; a clergyman, his son ; a lawyer, Mr. Angelo ; 
a foreigner, his lady ; and a little child." 



GRAMMAR. 193 



Other Illustrations. 



The following lines will furnish another instance. 
By placing the semicolon, now at the end of each 
line, after the first noun in the line, quite a change 
will be made in the sense. 

" I saw a pigeon making bread ; 
I saw a girl composed of thread ; 
I saw a towel one mile square ; 
1 saw a meadow in the air ; 
I saw a rocket walk a mile ; 
I saw a pony make a file ; 
I saw a blacksmith in a box ; 
I saw an orange kill an ox ; 
I saw a butcher made of steel 
I saw a penknife dance a reel ; 
I saw a sailor twelve feet high ; 
I saw a ladder in a pie ; 
I saw an apple fly away ; 
I saw a sparrow making hay ; 
I saw a fai-mcr like a dog ; 
I saw a puppy mixing grog ; 
I saw three men who saw these too ; 
And will confirm what I tell you." 

A clergyman was lately depicting before a deeply 
interested audience the alarming increase of intem- 
perance, when he astonished his hearers by saying : 
" A young woman in my neigborhood died very 
suddenly last Sabbath, while I was preaching the 
gospel in a state of beastly intoxication ! " 

From the work of Mr. Wilson I take the follow- 
ing illustrations of the value of correct punctu- 
ation, 

" A blacksmith, passing by a hair-dresser's shop, 
observed in the window an unpointed placard, which 
he read as follows : — 
1? 



194 THE teacher's assistant. 

The Barber's Lines. 

' What do you think ■? — 
I '11 shave you for nothing. 
And give you some drink.' 

" The son of Vulcan, with a huge black beard on 
his chin and a little spark in his throat, considered 
the opportunity too good to be lost. He accord- 
ingly entered ; and, after the shaving had been 
duly performed, asked with the utmost sang froid 
for the liquor. But the shaver of beards demanded 
payment ; when the smith, in a stentorian voice, re- 
ferred him to the placard, which the barber very 
good-humoredly produced, and read thus : — 

' What ! do you think 
I '11 shave you for nothing, 
And give you some drink 1 ' " 

" The following request is said to have been made 
at church : ' A man going to sea, his wife desires 
the prayers of this congregation for his safety.' 
But, by an unhappy transposition of the comma, and 
the misspelling of one word, the note was thus read : 
" A man, going to see his wife, desires the prayers 
of this congregation for his safety." 

" Witness the entire change caused by punctua- 
tion in the following : — 

'Every lady in this land 
Hath twenty nails upon each hand ; 
Five and twenty on hands and feet. 
And this is true without deceit.' 

* Every lady in this land 
Hath twenty nails : upon each hand 
Eive ; and twenty on hands and feet 
And this is true without deceit.' " 



GRAMMAR. 195 



Illustrations in Punctuation. 



" The well-known speech of Norval, for instance, 
in the tragedy of ' Douglas,' may, by an erroneous 
use of the pauses, be delivered in such a manner as 
to affect or destroy the meaning ; as, — 

'My name is Norval on the Grampian hills. 
My father feeds his flock a frugal swain ; 
"Whose constant cares were to increase his store. 

We fought and conquered ere a sword was drawn. 
An arrow from my bow, had pierced their chief 
Who wore that day the arms which now I wear.* 

"A change in punctuation restores the meaning 
thus : — 

' My name is Norval. On the Grampian hills 
My father feeds liis flock ; a frugal swain, 
Whose constant cares were to increase his store. 

We fought and conquered. Ere a sword was dra^vn, 
An arrow from my bow had pierced their chief, 
Who wore, that day, tlae arms which now I wear.' " 

Trusting that you will be able to make a good 
use of these illustrations, and be aided by them in 
causing your pupils to see the importance of the 
subject, I remain 

Your sincere friend, 

C. 



LETTEE XV. 

COMPOSITION. 

My dear Friend : — 

You ask if you shall make the writing of compo- 
sition a regular exercise in your school. I answer, 
most emphatically, Yes. It is one of the most im- 
portant suljjects, and well deserves your care and 
thought. It has often been sadly neglected, — more 
frequently improperly treated. You also ask at 
what age pupils should commence the exercise, and 
for some hints in regard to it. 

In answer to this I would say, if it is regarded by 
you as it is by some teachers, it would be better 
never to commence ; but, properly viewed and con- 
ducted, it can hardly be commenced too early. As 
soon as a child can write words, he may begin the 
writing of composition, provided his first lessons are 
of the right kind. I well recollect some of my first 
themes for composition, given when I was a mere 
boy. They were such as these : Temperance, Friend- 
ship, Virtue, Happiness, Charity, &c., — all themes 
entirely unsuitable for beginners. Pupils cannot 
write upon a subject beyond their comprehension, 



COMPOSITION. 197 



Anecdote. 



or in which they feel no special interest ; and when- 
ever such tliemes are given, pupils will be very apt 
to examine books to ascertain what otliers have 
thought or written. In this way, many early be- 
come plagiarists, and try to pass as their own what 
they have wholly, or partly, borrowed from others, 
I recollect an instance of this kind, in which the 
ready wit of the offender saved him from punish- 
ment and exposure. He took a nicely written arti- 
cle to his teacher, who, after reading it, opened a 
volume written by Mrs. Barbauld, containing the 
same views, expressed in precisely the same words. 
After reading this to tlie pupil, the teacher re- 
marked : " What have you to say to this ? " 
" Why," said the lad, "all I have to say is, that 
Mrs. Barbauld and I think exactly alike." 

The better way is to give suitable subjects, and 
thus afford no temptation for pupils to borrow 
tlioughts or words from the writings of others. 
You have, I doubt not, often heard compositions 
read in schools, whose whole style and expression 
afforded the most convincing proof that they were 
not original. I recently heard one, many words of 
which were so shockingly mispronounced, that it 
was perfectly obvious that the piece was a borrowed 
one, and that the meaning of many of the words 
was not comprehended. The word " receptacle " 
was repeatedly called " respectacle." But I have, 
said enough on this point, and will now offer a few 
suggestive hints. 

You know very well with what a feeling of dread 

17* 



198 THE teacher's assistant. 

Method for Beginners. 

pupils engage in the exercise tinder consideration. 
The very word composition seems to cause a shud- 
der; and the longer the subject is deferred, the 
greater will be the reluctance with which it will bo 
conunenced. With a little care and prudence, you 
may fairly initiate your pupils into the mysteries of 
the exercise before they realize that they have taken 
the first step, and before you make any allusion to 
it as a step, even, in the much-dreaded exercise. 
Take a class of little ones, and ask them to write 
the word horse upon their slates. For three or four 
minutes ask them questions about a horse, some- 
what as follows ; How many of you ever saw a 
horse ? Of what color are horses ? How many legs 
has a horse ? What do we call animals which have 
four legs ? For what is the horse used ? Of what 
does his food consist ? What do we sometimes call 
his feet ? What is meant by a draft-horse ? car- 
riage-horse ? race-horse ? etc. Such questions as 
these will elicit thought, and prepare them for the 
next step, which is to write upon their slates some- 
thing about the horse. As a result, you may get 
something like the following : — 

" My father has a black horse. 

" The feet of a horse are very hard, and are 
called hoofs. 

" Some horses are very swift, and called race- 
horses. Some are large and strong, and called draft- 
horses, because they are used in drawing heavy loads. 

" The horse is very useful, and it is cruel to whip 
him. 



COMPOSITION. 199 



A Specimen Lesson. 



" Horses, and other animals that have four legs, 
are called quadrupeds." 

These sentences may not all he as correctly writ- 
ten as they are printed. There may he errors m 
spelling, use of capitals, etc. Still each of them ex- 
presses an idea, and is a first step in composition 
writing. At first it will he well rather to commend 
them for what they have done properly, than to cen- 
sure them for any errors they may have made. A 
little encouragement will do much good, while a 
slight reproof at the beginning may prove quite dis- 
piriting. At the first attempt, each will write hut a 
single sentence. This may he as much as it mil he 
well to require, and if they do this fairly, commend 
them, and as a nest step ask them to see how many 
sentences each of them can .write about a horse. 
After a few exercises you may receive something 
like the following : — 

" The horse is a very useful animal. My father 
has a good horse. His color is white. He eats hay 
and oats, and sometimes he feeds on grass. He is 
very gentle, and I can drive him. He is not afraid 
of the cars, but a gun frightens him some. He 
wears iron shoes, which are nailed to his feet. His 
foot is called a hoof. We ought to use a horse very 
kindly." 

If, instead of this, you should give to a beginner 
virtue as a subject, he would not write, because he 
would have nothing to write, — no ideas on the sub- 
ject. The fault is not in the pupil, that he does not 
write, but in the subject, or rather in yourself, if you 



200 THE teacher's assistant. 

Letter-writing. 

assign him sucli a subject. So much depends upon 
the selection of subjects, and the manner of treating 
tlie few first efforts, that you should make a special 
point to give them suitable themes, and furnish en- 
couragement by commending the first productions. 

Quite young pupils may commence writing sen- 
tences, as soon as they can write legibly. It will 
amuse them, and serve to keep them usefully cm- 
ployed. For such pupils the subject should, of 
course, be very simjile ; such as horse, cow, dog, 
kitten, house, garden, etc. 

To more advanced pupils a different class of sub- 
jects may be given, but they shoidd be subjects in 
which they feel an interest, and about which they 
should be expected to have some thoughts and ideas. 
An account of some journey, a vacation, a holiday, 
a ivalk, a visit, etc. might be very appropriate sub- 
jects. Letter-ivriting may very profitably be intro- 
duced as an exercise in composition. To be able to 
write a good letter is, in itself, quite an accomplish- 
ment, and constitutes, in the true sense, an exercise 
in composition. I would advise you to make the 
writing of a letter a special lesson occasionally. If 
it had heretofore received more attention in all our 
schools, we should not see so many miserably writ- 
ten letters. By using the blackboard you may give 
directions as to date, address, closing, superscrip- 
tion, etc. 

The following may serve as specimens of subjects 
for letter-writing. 

1. Write to a cousin, and give an account of your 
school and studies. 



COMPOSITION. 201 



Another Method. 



2. "Write to your parents, and give them an ac- 
count of your studies, deportment, etc. for the last 
week or month. 

3. Write to an absent brother, sister, or friend, 
and give an account of whatever you may deem 
interesting. 

4. Write to a former schoolmate, and tell him 
about your school, your amusements, and compan- 
ions. 

5. Write to your teacher, and tell how you have 
spent your vacation. 

6. Write to some absent friend or relative, and 
tell about your home, your friends, your school, etc. 

It will make a very pleasant and useful exercise 
for pupils, to require them to change poetry into 
prose in such manner as to retain the same mean- 
ing. I will give an examjjle. 

" Across the rolling ocean 

Our Pilgrim Fathers came, 
And here, in rapt devotion. 

Adored their Maker's name. 
Amid New England's mountains 

Their temple sites they chose, 
And by its streams and fountains 

The choral song arose." 

Changed to prose, the above might read thus : 
" Our Pilgrim Fathers crossed the rough ocean that 
they might, on these shores, engage in earnest and 
devout worship of their Creator. They erected 
churches among the hills and mountains of New 
England, and on the banks of the streams and rivers 



202 THE TKACHEr's* ASSISTANT. 

Writing Sentences. 

they sung anthems of praise to Him who had sus- 
tained and guarded them." 

The ideas expressed might be expanded, and given 
in many different modes of expression. 

Another method for giving pupils a start in the 
exercise of composition is to read to them some in- 
teresting story, or relate to them an account of some 
journey, and require them, on a subsequent day, to 
express the leading incidents in their own language 
and style. From the outset encourage simplicity 
of style and manner of expression, and discourage 
every attempt at high-sounding words and phrases. 

Give to a class a few words, requesting them to 
write as many sentences as there are words, and to 
incorporate one word into each sentence. For ex- 
ample, let us suppose you give the following words, 
by dictation, or by writing them upon the blackboard : 
g'ood, lesson, scholar, obedient, teacher, diligently. 
No two scholars will be likely to write precisely the 
same sentences. The variety itself will be useful in 
illustrating the different ways in which the same 
word may be employed. Perhaps one pupil may 
write as follows : — 

" Good boys will obey tlieir parents in all things. 

" The idle boy will not learn his lesson. 

" An industrious scholar will improve. 

" The obedient pupil will love to do right. 

" The faithful teacher will be happy. 

" We should all study diligently .^^ 

The word good may be used as follows by differ- 
ent pupils : — 



COMPOSITION. 203 



An Example. 



" "We should all try to be good." 
" John gave me a very good apple." 
" The good scholar will obey his teacher." 
"• I had a good time last vacation." 
" School will do us no good if we are idle." 
As another exercise, requiring more effort and 
thought, require a class to write a sentence which 
shall contain all the words. One may write thus : 
" A good scholar will be obedient to his teacher, and 
will study his lesson diligently." 

So far as time will permit, read the several sen- 
tences aloud, or require the pupils to do so, and 
make such criticisms as you may think proper, al- 
ways being careful not to suliject any pupil to the 
ridicule of the class. If a boy has done as well as 
he could, commend him, though his performance 
may fall far short of what you might wish. This 
hint should pertain to all exercises of the school- 
room. • 

I have alluded to the correction of errors. It 
must be expected that beginners will make many 
mistakes in their early productions. If tliey could 
write without making errors, it would not be neces- 
sary for them to write as a school exercise. The 
very object for which they write in school is that 
they may learn how to correct their errors, — learn 
how to express their thoughts properly. It will he 
your duty to assist and encourage them. Very 
much will depend upon the manner in which you 
perform your part. At the outset, it may not be 
well to be over-critical ; for, if beginners should 



204 THE teacher's assistant. 

How to correct Errors. 

■ ^ . 

have all their mistakes arrayed before them at once, 
tliey might feel discouraged. In a kindly way 
point out some of the more prominent ones first, — 
often uttering words of cheer, so far as you can do 
so consistently. Many of the first exercises may be 
written upon slates ; but after sufficient practice, let 
paper be used, and always require a margin of an 
inch on the left for the designation of errors. It 
will be most profitable to require pupils to correct 
their own errors, — you merely indicating tlie lines 
in wliich they exist, and also their nature. A few 
simple characters may be used as expressive of the 
nature of the mistake. Perhaps the first four or 
five figures will answer the purpose. Let it be 
imderstood that (1) placed opposite a line denotes 
an error in spelling ; (2) an error in use of capital, 
or neglect of same ; (3)- the omission of a word, or 
the repetition of a word ; (4) false syntax ; (5) a 
wrong word. If two or more errors are in the same 
line, use the figures that indicate all that exist. To 
illustrate my meaning more clearly, let us suppose 
the following to be a composition, with the errors 
designated according to the above method. 

1 " Q/l 10 vetu Auudeni /o Aazfe z'aca/u>n 

co7?te, ^oi toe ael {i^iea o/ atua uitia aic €n^ 

2, 5 Q/cvTie. '^^jf ^^"^ n^ve a^uacea d-^tcawii<wu 
auzi^na ttonooi iovze t</e imct ent'ou out zKZca= 



COMPOSITION. 205 



A School Paper. 



3 /io}i -m-oze ^nafi c/ me nad m/g. Q/ tove 
1, 2 fy ao /o me coan/i?^ t/i t^aciMton ad c a/^x^afM 
5, 1 fia^e a aooa ^i?ne a( /ifcArcyza ^ezzud a?ia tn^ 
1 ^irUna tm^in> 'r/it/ ca^ond. 7/%en vaca/u^n 

4 id ovei ti^e <pn.auu6 ze/az?t a( d-cU'Ooc a?ia 

5 a^ua?/ona." 

This will be sufficient to explain wliat I mean. 
You will readily see that the above will be at once 
simple and effective. It will prove very beneficial 
for pupils to search for, and correct, these errors. 
I would recommend tliat at first they correct the 
errors upon the paper which contains them, and 
that they then be required to rewi'ite the whole in 
the right form ; and I would also advise that you 
make the chirography itself a sulyect for criticism. 
As an incitement to effort in this department, it is 
well to have a " paper," into which the best written 
articles shall be copied, and that, occasionally, ex- 
tracts be read from this paper to parents and others 
who may come to listen. In some schools an hour 
is devoted to this semi-monthly. 

As aids to the subject of composition, a few use- 
ful treatises have been prepared, and are now before 
the public. For beginners Brookfield's work, pub- 
lished by S. A. Rollo, New York, will be found 
an excellent work. For more advanced pupils, 
Parker's " Aids to Composition," published by R. 

18 



206 THE teacher's assistant. 

A List of Subjects. 

S. Davis, Boston, and a work by Quackenboss, 
published by tlie Messrs. Appleton, New York, will 
prove very valuable. But I would have you feel 
that in yourself are the chief aid and moving power. 
If you are judicious in the selection of subjects and 
in the general management of the exercise, you will 
do your pupils great good without any of these aids ; 
but if you have not the right feeling, or if you err 
in your instruction, all other aids cannot compen- 
sate therefor. 

I will close this letter by gi"vang you a list of 
topics for exercises in composition. 

SUBJECTS FOR COMPOSITION. 

1. A description of my home. 

2. A description of my school-house and its loca- 
tion. 

3. An account of the village or town in which I 
live. 

4. A description of a garden, with its trees, 
plants, and flowers. 

6. A description of a ship. 

6. A description of the ocean and its uses. 

7. The Dog. 



8. The Cat. 

9. The Horse. 



Note. — These and other domestic 
I anhnals may form tliemes for Com- 
10. The Cow. I" position. A description of each may 

be given, in which the habits, mode 
of living, uses, etc. may be considered. 



11. The Pig. 

12. The Sheep. 

13. The Ox. 



C03IP0SITI0N, 207 



List of Subjects, continued. 



14. The Lion. 1 

15. The Elephant 
10. The Leopard. 

17. The Panther. 

18. The Giraffe. 

19. The names and description of the wild ani 
mals I have seen. 

20. The Whale. 



Note. — The countries in which 
they live, their appearance, habits, 
disposition, mode of living, etc. may 
be named. 



91 TViA ^pol I Note. — Where found, how captured, 

"^ ' ' I and for what valuable. 

22. The Walrus. J 

23. The fishes I have seen, and their uses. 

24. The names of the common domestic fowls, 
and an account of their food, habits, uses, etc. 

25. A list of the different birds I have seen, and 
something about them. 

26. Reflections at the begiilning of a 3^ear. 

27. Reflections at the close of a year. 

28. Thoughts at the commencement of a school 
term. " 

29. Thoughts at the close of a school term. 
SO. Thoughts on the death of a friend. 

31. Duties to parents. 

32. Duties to teachers. 

33. Duties to brothers and sisters. 

34. Duties to schoolmates and associates. 

35. Duties to the poor and unfortunate. 

36. Some of the ways for promoting happiness. 

37. An evening at home. 

38. A day at school. 

39. The importance of forming good habits. 

40. Learning is better than wealth. 



Note. — Some of the peculiar and appro- 
priate pleasures and duties of eacli season 
may be mentioned, and preferences ex- 
pressed. 



208 THE teacher's assistant. 

List of Subjects, continued. 

41. How to improve time. 

42. Spring. 

43. Summer 

44. Autumn 

45. Winter. 

46. An account of the fruits I have seen. 

47. A description of tlie different trees I have 
seen, tlieir names, ap23earance, uses, etc. 

48. Some of the most common vegetables, — 
manner of cultivating, uses and modes of use. 

40. An account of the different grains and grasses 
I have seen, etc. 

50. A description of the flowers I have seen. 

51. The materials used in building houses, and 
how used. 

52. Articles of furniture in a house, and their 
uses. 

53. Uses of knowledge. 

54. The Pu;^itans. 

55. Fourth of July. 

58. What should I aim to Ijc and do ? 

57. Industry. 

58. Perseverance. 

59. Idleness, and its evils. 

60. Disobedience. 

61. Eight use of time. 

62. Delays are dangerous ; — why ? 

63. Pleasures of school. 

64. The good scholar. 

65. The bad scholar. 
QQ. Good deportment. 



COMPOSITION. 



209 



List of Subjects, continued. 



67. Cruelty to animals. 

68. Pleasures of home. 

69. Order; or, "A place for everything, and 
everything in its place." 

70. Cheerfulness. 

71. Politeness. 

72. Punctuality. 

73. The evils of war. 

74. The farmer. 

75. The blacksmith. 

76. The shoemaker. 

77. The tanner. 

78. The currier. 

79. The printer. 

80. The carpenter. 

81. The sculptor. 

82. The mason. 

83. The cabinet-maker 

84. The merchant. 

85. The sailor. 

86. Pleasures of travelling. 

87. An account of a journey to 

88. Honesty. 
Trutli. 
Falsehood. 



Note. — Let a description of 
each be given, — their duties 
named, the tools or implements 
used described, etc. 



Thoughts on visiting a cemetery. 
Reflections on witnessing a funeral proces- 



89. 
90. 
91. 
92. 
sion. 

93. Thoughts on seeing a ship " set sail " on a 
long voyage. 

94. Thoughts on leaving school. 

18* 



210 THE teacher's ASSISTANT. 

List of Subjects, continued. 

95. The past, — the present, — the future. 

96. Attention. 

97. Adversity. 

98. Affectation. 

99. Benevolence. 

100. True courage. 

101. Cruelty. 

102. Carelessness. 

103. Curiosity. 

104. Diligence. 

105. Education. 

106. Early impressions. 

107. Friendship. 

108. Flattery. 

109. Gambling. 

110. Intemperance. 

111. Force of habit. 

112. Honesty. 

113. Happiness. 

114. Kindness. 

115. Music. 

116. Sincerity. 

117. System. 

118. Every man the architect of his own fortune. 

119. Never too old to learn. 

120. Selfishness. 

121. Avoid extremes. 

122. Example better than precept. 

123. Our country. 

124. Ambition. 

125. Contentment. 



COMPOSITION. 211 



List of Subjects, concluded. 



126. The art of printing. 

127. Commerce. 

128. Fashion. 

129. Silent influence. 

130. A soft answer turneth away wrath. 

131. The true object of Ufe. 

132. "Be not overcome of evil, hut overcome evil 
with good." 

133. Gratitude. 

134. Our duties to God. 

135. " Labor conquers all things." 

Your sincere friend, 

C. 



LETTER XVI. 



GEOGEAPHY. 



My dear Friend : — 

The dictionary tells us that geography is a de- 
scription of the earth ; and in all our schools the 
pupils commence the study of this branch by com- 
mitting the definition to memory. This is all well 
as far as it goes ; but too often the words are re- 
peated without having any definite idea connected 
with them. Hence it is true that children study 
geography for weeks and months without gaining 
any correct and practical views. In all your teach- 
ing, it should be your aim to impart or awaken 
ideas. Cause your pupils to feel that words are 
useless, except as symbols of ideas, and that they 
are but unmeaning sounds, unless they convey 
ideas. The definition of a peninsula, for example, 
may be repeated by a pupil for the hundredth time, 
and yet give no accurate impression of the thing de- 
fined. If possible, awaken thoughts in the minds of 
your pupils, and then lead them to use right words 
as expressive of those thoughts. It would greatly 
amaze you to know how much some pupils are able 



GEOGKAPHT. 213 

Illustrative Anecdotes. 



to recite from the Geography, while, for all availa- 
ble, practical purposes, they are as ignorant as 
untutored children. A gentleman once took an 
apple, for the purpose of illustrating to his niece, 
sixteen years of age, who had studied geography 
for several years, the shape and motion of the 
earth. She looked at him a few minutes, and said, 
with much earnestness : " Why, uncle, you don't 
really mean to say that the earth turns round, do 
you ? " " Certainly," he replied ; " did you not 
learn that several years ago ? " " Why yes," said 
she, " I learned it, but I never knew it before." 
So it is with many pupils in our schools ; they learn 
without knoiving. 

A late writer in an English paper gives the follow- 
ing, which admirably illustrates our point. " One 
little incident we must mention, as illustrating edu- 
cation by rote. Walking to church, one Sunday, in 
Skye, we were followed by a slip of a lad some ten 
or eleven years of age, who, on putting some ques- 
tions to him, volunteered to name all the capitals in 
Europe, which he did with marvellous dexterity. 
From Europe he crossed to South America, and rat- 
tled out the names of the capitals with the accuracy 
of a calculating machine. From South America he 
started off to Asia, and finally brought up at Jeddo, 
in Japan. We were rather sceptical as to the value 
of such acquirements, and, indeed, as to the reality 
of any information having been conveyed to the 
lad's mind by the formidable muster-roll of words 
that had been stuffed into his mouth. We there- 



214 THE teacher's assistant. 

The Snuff-Box. 

fore asked him, ' Can you tell us the name of the 
island on which you live ? ' But, notwithstanding 
his lore, he had not learned that he lived in the 
Isle of Skye. To make quite sure of the fact, we 
requested the captain of the steamer to repeat the 
question in Gaelic, but there was no " Skye " forth- 
coming. He knew the name of the parish, and of 
all the capitals in the world, but not of the island 
he lived in. There being a schoolmaster present, 
accidentally, we thought the occasion too good to 
be lost to show the worthlessness of word-stuffing, 
and ventured another question : ' Now, my lad, 
you have told us the names of nearly all the capi- 
tals in the world ; is a capital a man or a beast ? ' 
' It 's a beast,' said the boy, quite decisively. So 
much for words without understanding. In the 
next school inspection, that boy will probably pass 
for a prodigy, and will figure in statistical reports 
as an example of what good education can do." 

From these derive a lesson, and be sure that your 
pupils know what they learn. True learning im- 
plies the possession of knoivledg-e. True teaching 
implies the giving of information ; and when this is 
attempted by means of illustrations, they should be 
made simple and expressive. An English teacher 
was once drilling his pupils preparatory to an an- 
ticipated visit from the committee. " Very likely," 
said the master, " you will be asked of what shape 
the earth is ; and if you forget, look towards me, 
and I will show you my snuff-box to remind you of 
its shape." It so happened that the teacher had 



GEOGRAPHY. 215 



Word Answers not enough. 



two snuff-boxes, — a round one, which he used on 
Sundays, and a square one, that he used on other 
days. As was expected, the committee-man asked 
one of the lads, " What is the earth's shape ? " 
After a moment's embarrassment, he turned his eye 
towards the teacher, and, seeing the snuif-box, said : 
" It is round on Sundays, but square the rest of the 
week." 

It will be my object in this letter to give you 
some hints on teaching geography. In many 
schools, it is the custom for pupils to commit to 
memory the answers m the book, and if these are 
repeated accurately, it is sufficient. If, in answer 
to the question, " What is an isthmus ? " the pupil 
says, " A neck of land uniting a peninsula to the 
mainland," it is perfectly satisfactory, notwith- 
standing the piipil may have no well-defined idea 
either of " peninsula " or " mainland." Let me 
advise you not to be satisfied with mere word an- 
swers, but, by asking questions, ascertain that defi- 
nite and correct ideas accompany the utterance of 
those words. 

Aim to bring every term and definition within 
the comprehension of your pupils. So far as pos- 
sible, do this by using familiar illustrations, — the 
simpler, the better. For a child to say tliat the 
earth is round, conveys no true impression. A dol- 
lar is round ; the trunk of a tree is round ; a cuji 
is round ; but neither of them round like tlie earth. 
If you have a globe, you can readily explain the 
earth's rotiuidity; but if you have none, use an 



216 THE teacher's assistant. 

Geographical Cards. 

3r 

apple, an orange, or a ball. All our maps represent 
the earth as on a flat surface. Explain this, and 
cause your pupils to see that these maps simply 
represent the surface of the globe, spread out for 
our convenience ; and that, if a globe of the right 
size should be prepared, these several maps could 
be made to cover it in proper form. See to it that 
all the geographical terms are perfectly understood. 
Question your pupils concerning island, peninsula, 
continent, isthmus, cape, promontory, mountain, 
valley, ocean, sea, lake, river, gulf, bay, &c., until 
you are satisfied they know precisely what is meant 
when either of these terms is used. In this con- 
nection, I would commend to your attention a series 
of geographical cards, published by Messrs. J. H. 
Colton & Co., New iTork. These cards convey 
through the eye a clear impression of the object 
defined. No. 1 represents a beautiful island, with 
trees and dwellings upon it, and boats and vessels 
around it. From a moment's glance at this pic- 
ture a mere child will understand what an island is. 
All the other terms above alluded to are clearly 
illustrated in the same way. If you have not 
these cards at hand, take a little time, and, by use 
of maps or blackboard, make each term as plain 
as possible. 

In commencing geography, it will be well to 
begin near home. The idea of boundary, location, 
relative- position, and distance, may be given by 
some simple illustration. The school-house, or its 
yard, — if you are so fortunate as to have one, — 



GEOGRAPHY. 217 



Drawino; recommended. 



may be taken for a lesson. Its nortli, east, south, 
and west boundaries may be given. Tell your 
pupils that their fathers' gardens or farms are 
bounded by those farms or gardens or streets which 
adjoin them, and that to give the boundaries of a 
town, state, or country, is to give the towns, states, 
countries, or waters which lie next to them. For 
the sake of system, require all boundaries to be 
given commencing with the north, and then pro- 
ceeding to east, south, and west. 

In giving some idea of location and relative posi- 
tion of places, require them to draw a representa- 
tion of the street from their homes to the school- 
room ; or, in the first place, give them an example 
by representing upon the blackboard some promi- 
nent street, with the dwellings and other objects of 
general interest. This exercise of drawing may be 
commenced quite early, and continued through the 
whole period of studying geography. The benefits 
will be many and great. 

The following extract * contains many valuable 
suggestions. 

" In order to impart clear ideas in teaching geog- 
rapliy, it is indispensable, first, that the figure and 
motions of the earth be clearly understood. To ac- 
complish this, the teacher must have at hand maps 
and globes, to which reference should be constantly 
had. A knowledge of the definitions, also, is indis- 



* From a late report of J. W. Bulkley, Superiutcndent of Schools 
iu the city of Brooklyn. 

}1? 



218 THE teaciikr's assistant. 

J. W. Bulkley's Views. 

pensable. But verbal definitions are of little worth, 
"unless the thing defined, and its relations, use, &c. 
are understood. Much time is usually spent on 
Descriptive Geography, This department of the 
subject should receive attention, but it is by no 
means the most important, because, in its nature, 
it is tlie most liable to change. What is true of a 
particular locality or district to-day, may have ma- 
terially changed in the course of a single year. 
Attention should be directed rather to principles. 
These change not ; and without a knowledge of 
them, no one can lay claim to anything of geo- 
graphical science. 

" The earth being one of the planets of the solar 
system, the pupil should be made acquainted, after 
he has gained some knowledge of maps and the 
globe, with so much of Mathematical Geography and 
Astronomy as may be necessary to give him an idea 
of the relations of the earth to the system, and the 
general phenomena pertaining to this body. He 
may be easily taught how to find north and south 
by showing hi«n the polar star and the sun at noon, 
the shadow then falling towards the north. The 
other points of the compass would be clearly under- 
stood ; and then he would know the true meaning 
of these in nature as well as on the map, which is 
an important point gained. 

" The form of the earth, and the reasons and evi- 
dences of its rotundity, could here be explained in 
such a way as to interest and awaken thought in the 
pupil, and carry conviction to his understanding. 



GEOGRAPHY. 219 



Axis and Equator explained. 



The motion of the earth on its axis, and rotation 
in its orbit, will claim attention also. Here let snch 
models as represent a sphere and hemisphere, and 
such lines as represent a circle, diameter, and right, 
curved, and parallel lines, he exhibited, explained, 
and their use and application shown. An idea of 
the axis of the earth may be given by running a 
wire through an apple, and turning the same upon 
it ; the diameter of the apple representing the axis, 
and the ends of the axis the poles ; and these not 
extending beyond the surface, as often represented 
on maps, but terminating there. Care should hero 
be taken to have tlie pupil understand that the axis 
is not a real, but an imaginary line. Next let the 
equator be described ; and let it be seen that, not- 
withstanding it appears like a straight line on the 
map, it is nevertheless a true circle. This can 
easily be shown by tracing this line on a globe, or 
winding a thread around an apple or ball. 

" This line (the equator) would furnish the 
teacher with thoughts which would not only in- 
terest and instruct his pupils, but be of importance 
in understanding the general subject. Here, the 
days and niglits are always equal, the sun rising 
and setting at six o'clock, with a very short twi- 
light ; consequently, darkness comes on almost im- 
mediately after sunset. Here, the tcmperatiire is 
nearly the same at all seasons, being generally as 
high as eighty or eighty-two degrees. This would 
be understood by refeience to our hot days in sum- 
mer. Here, animals and plants differ much from 



220 THE teacher's assistant. 

Latitude and Longitude. 

our own. The teacher would name some of the 
most important, and describe them. Here, the sun 
is vertical at noon on the 20th of March and the 
23d of September, when bodies cast no shadow. 
Here, the polar star is in the horizon, and the Great 
Bear near the same line or below it. Here, the 
story of the old ' Salts ' to the young sailors, on ap- 
proaching the burning' line, concerning old ' Father 
Neptune,' and the terrible ordeal to which he sub- 
jects all who cross it the first time, may be told. 

" Again, the subjects of latitude and longitude, 
the tropics, polar circles, and the zones, each in 
order, should be carefully explained and well under- 
stood. The pupil should distinctly understand that 
latitude must be measured on the meridian, and 
that the meridian line is that which runs north and 
south of a given place ; that all places on the same 
parallel must have the same latitude ; that these on 
the globe are marked on the brass meridian, and in 
maps on their sides ; and that a degree is about 
sixty-iune miles. The tropics may be the next sub- 
jcct presented. Their distance from the equator 
shown, and why ; the space included between them, 
its name, why so called ; its productions, animal 
and vegetable ; its climate ; and that, when the sun 
is vertical at the tropic of Cancer, the northern 
hemisphere has the long day of summer, and the 
southern the long day of winter, at the same time ; 
and that, when the sun is vertical at Capricorn, the 
opposite takes place, as to length of day and season, 
in the northern hemisphere. Here the question 



GEOGRAPHY. 221 



Difference of Time. 



may be answered in relation to the polar circles, 
why drawn the same distance from the poles as the 
tropics from the equator ? The temperate and 
frigid zones, in their climate, seasons, length of the 
days and nights, and other important facts, may be 
described, and the same contrasted with the torrid. 
An interesting fact for the pupil to understand, 
namely, how it is that the earth's surface has two 
divisions of constantly equal day and night, at the 
poles six months each, and at the equator of twelve 
hours each, while the other parts of the earth's sur- 
face have unequal day and night, should here be 
explained. 

" Instruction in longitude should be given, in con- 
nection with time, as all places under the same 
meridian have the same time, and opposite merid- 
ians a diiference of twelve hours. Let it be ex- 
plained, that longitude must be reckoned in degrees, 
minutes," and seconds, along the parallel of the given 
place, and marked on the equator, on the globe, or 
on maps at the top or bottom. An interesting prob- 
lem may now be explained, — the difference of time 
at different places. The earth makes a revolution 
in twenty-four hours. A circle contains three hun- 
dred and sixty degrees. Now, if we divide three 
hundred and sixty by twenty-four, we obtain fifteen. 
An hour is equal, tlien,4o fifteen degrees of longi- 
tude. Or, if we divide an hour (sixty minutes) by 
fifteen, we get four minutes, which is equal to one 
degree, a result corresponding with the first. The 
time of the place farthest east will be in advance of 

19* 



222 THE teacher's assistant. 

Hints by Professor Camp. 

the one in the opposite direction. Thus the pupil 
has the'elements by which to ascertain the time of 
any given place, and the difference between it and 
his own and other places." 

In teaching geography, a set of outline maps will 
be found of great value. With a set of such maps, 
the subject may be taken up by topics, and made 
very interesting and profitable. I know not how I 
can better express my views as to the beginning of 
instruction in geography, and also in relation to 
the use of outline maps, than in the language of 
Professor Camp, in his hints to teachers as contained 
in his Geography, prepared to accompany MitchelFs 
excellent set of Outline Maps. Any teacher who 
will follow the plan thus pointed out can hardly fail 
of success. 

" In introducing the study of geography to a 
class of young pupils, their attention should first be 
directed to the school-yard, or a portion of the road, 
or fields ; prominent objects should be pointed out, 
and their relative position and distance noted. The 
whole should then be represented on the blackboard, 
hj the teacher. Thus would be conveyed to the 
child the idea of a map. This map should be copied 
on a slate, by each member of the class, and recited 
from as a lesson. Additions of surrounding fields, 
roads, etc. should be made at successive lessons, till 
a map of the district, village, town, or city be com- 
pleted. 

" Various natural features should l)e described 
when located, such as brooks, ponds, hills, and isl- 



GEO-GRAPIIY. 223 



Oil Outline Maps. 



ands ; the points of the compass indicated ; the 
boundaries, peculiarities, and general features of 
the whole taught orally, and by actual view of the 
same, if possible. 

" By similar and successive steps, the geography 
of the county or parish should be taught, while an 
outline of the same is made upon the board and 
copied by the class. 

" The excellent State maps now published, will 
give the teacher an opportunity to teach well the 
geography of the pupil's own State. 

" When this is done, the class or school will be 
prepared to study with advantage from the text- 
book. 

" The geographical definitions should be thor- 
oughly committed to memory, and illustrated from 
the maps, and by a globe. 

" In the use of the outline maps, it is desirable 
that the class be so arranged that they will face the 
north, with the map before them. The teacher 
should point out the country or part of the world 
to be studied, calling the attention of the class to 
any peculiarities of configuration or position. 

" The pupils should then become so familiar with 
each map, the natural features represented, the 
political divisions, and the locality of places, as to 
recognize them by their forms or positions, without 
their names accompanying. 

" This can be secured by oral instruction, by a 
careful .study of the map with the key in the Geog- 
raphy, and by drawing the map on the slate or pa- 



22 t THE TEACIIEU'S ASSISTANT. 

The Principle of Association. 

per, putting down the parallels and meridians, and 
accurately filling up the outline with the natural 
and political divisions. 

" The principle of association, according to some 
particular order of arrangement, will aid the mem- 
ory in retaining the name of each place or division. 
The following order has long been used by some of 
the best teachers of New England, and has been 
adopted in the arrangement of the maps and key. 
Commencing with each map at the upper left-hand 
corner, or northwest part, and proceeding around 
the map to the right, let the pupil in recitation pro- 
nounce distinctly the names classified as follows. 

1. Countries. 

2. Oceans, seas, gulfs, and bays. 

3. Straits, channels, and sounds. 

4. Islands. 

6. Capes, peninsulas, and isthmuses. 

6. Mountains and deserts. 

7. Lakes and rivers. 

" Or the' teacher may pronounce the name, and 
let the pupil point out the thing named, on the map. 

" Each map is to be reviewed by promiscuous 
questions. A few of these have been given. But 
the teacher should multiply and vary them, as cir- 
cumstances require. 

" For classes of advanced scholars, topical in- 
struction will be productive of very beneficial 
results. The country to be studied having been 
selected, the teacher should assign a topic to each 
pupil, who, with a given and definite subject laefore 



GEOGRAPHY. 225 



Topics named. 



him, should consult reference-books, public and pri- 
vate libraries, and all sources of available informa- 
tion. 

" The following list of topics can be used, or so 
much of it as is adapted to the attainments of the 
class, or their means of obtaining the facts re- 
quired. 

" LIST OF TOPICS FOR ADVANCED CLASS. 

1. Situation, extent, and boundaries. 

2. Coast (indentations and projections). 

3. Rivers and lakes. 

4. Surface (mountains, plains, plateaus, etc.). 

5. Soil and climate. 

6. Productions (animal, vegetable, and min- 
eral) . 

7. Manufactures. 

8. Commerce (exports and imports). 

9. Citie's and towns (capital, seaports, and man- 
ufacturing towns). 

10. Travelling facilities. 

11. Inhabitants (population, manners, and cus- 
toms). 

12. Government. 

13. Education and religion. 

14. History (colonial possessions). 

15. Miscellaneous (natural curiosities, places and 
olijects of interest, distinguished persons, etc.)." 

For reviews in geography, the following arrange- 
ment of topics will be found a good one. 

1. Situation, boundary, latitude, and longitude. 



226 THE teacher's assistant. 

Topics for Eeview. 

2. General divisions. 

3. Islands, peninsulas, capes, and isthmuses. 

4. Mountains, plateaus, and deserts. 

6. Capitals, cities, and important towns. 

6. Oceans, seas, and archipelagos. 

7. Gulfs, bays, and harbors. 

8. Straits, channels, and sounds. 

9. Rivers and lakes. 

10. Government, — in whom vested, and how 
administered. 

11. Religion and education. 

12. Agricultural productions. 

13. Mechanical productions. 

14. Miscellaneous, — as, modes of travel, objects 
of interest, etc. 

Let us suppose that North America is to receive 
attention according to the above order, and that the 
class has studied with reference to the same. One 
pupil is called upon for an answer to the first. If 
you have outline maps, require him to go to the 
same, and, with a pointer, to trace the outlines, — 
give the Ijoundaries, latitude, and longitude. The 
pupil called upon to answer No. 4 should be re- 
quired to point out the several places as he names 
them. The list of topics treated in tjiis way will 
cnil)race all the important points in relation to the 
country under consideration. 

Here let me caution you against the very com- 
mon error of indistinct or incorrect pronunciation 
of geographical terms and names. How often do 
w'd hear Arlic for Arctic, Missippi/ for Mississippi, 



GEOGRAPHY. 227 



Voj'ages described. 



Carlina for Carolina, Fellydelfy for Philadelphia, 
Ashee for' Asia, Mederanean for Mediterranean, 
etc. It will be well occasionally to devote an hour 
to the pronouncing and spelling of geographical 
names, and especially such as are often mispro- 
nounced. 

In addition to the hints named, you will find it 
an excellent plan, occasionally, to require your pu- 
pils to describe the course of a ship from one coun- 
try to another. For example, — 
From New York to Manilla. 

" Boston to Melbourne. 

" Philadelphia to Constantinople. 

" New York to San Francisco. 

" Boston to the Sandwich Islands. 
Let them go to the outline maps, and, with a 
pointer, designate the route of a ship, and give such 
information as they can in relation to these places, 
naming 'their imports and exports, the probable 
length of the voyage, etc. It may be well t6 call 
upon some pupil, daily, for an exercise of this kind. 
It will occupy but a few minutes, and may be made 
both interesting and profitable. After one pupil has 
given all the information he possesses, give others 
an opportunity to add other particulars. 

Anotlier exercise may be, to re(]uire a class to 
write, in letter form, some geographical account of 
a State or country. For instance, a letter relating 
to Massachusetts, in which its situation, boundaries, 
chief rivers, mountains, productions, exports, im- 
ports, educational condition, etc. may be stated. 



228 THE teacher's assistant. 

An Occasional Method. 

This may be made a useful exercise in composition, 
as well as in geography. 

Much interest may be excited in a class by the 
following plan, which I have often seen adopted 
with pleasing results. Let the first in order name 
some city, state, country, mountain, river, etc. ; 
let the next in order tell where it is, and give all 
the information he can concerning it ; and then give 
to the next some place commencing with the last 
letter of his own topic, and so on. Sometimes it 
will be well to limit the names or topics to cities, 
sometimes to countries or rivers, etc. An exercise 
of this kind, once or twice weekly, will excite much 
interest in a class, and lead to investigation. 

If one is unal^le to give any information, or gives 
it incorrectly, let him pass to his seat, and the next 
in order make the trial. ^To illustrate this let us 
suppose a class of six members, whom we will desig- 
nate by the figures 1, 2, 3, 4, 5, 6. 

1. London? 

2. London, the most important and largest city 
in the world, is situated on the river Thames, in 
England, and is the capital of the British empire. 
It contains a population of nearly 3,000,000, and is 
in all respects a city of immense influence. (To 
the next.) Neiv York ? 

3. New York is the name of one of the United 
States, and also of the largest city in the Union. 
The city of New York is situated on Manhattan 
Island, and it is the most important and influential 
city of the New World. The island, on which it is 



GEOGRAPHY. 229 



A Specimen Exercise. 



situated, is thirteen and a half miles long, and abotSit 
two miles wide in its widest part. The population 
is about 650,000. It was first settled by the Dutch, 
in 1612. (To the next.) Knoxville ? 

4. Knoxville is a flourishing city in Tennessee. 
It is on the Holston River, and was formerly the 
capital of the State. It has a university and an 
asylum for the deaf and dumb. (To the next.) 
Edinburgh ? 

5. Edinburgh is the capital and metropolis of 
Scotland. As the centre of learning, it is the most 
distinguished town in the British empire. It is in 
many respects an important city. It is particularly 
noted for its excellent and elegant buildings. The 
name Edinburgh (" Edwin's castle or fort") is sup- 
posed to be derived from Edwin a Saxon prince. 
It was anciently written Edwinsburgh, etc. (To 
the next.) Hartford? 

6. Hartford is one of the capitals of Connecticut. 
Tt is on the west bank of the Connecticut River, and 
is a city of much enterprise. Trinity College is 
located at Hartford. The American Asylum for 
the Deaf and Dumb is in this city. There is also an 
asylum for the insane, — which is one of the most 
noted and best conducted in the United States, etc. 

These are merely given as examples. You will 
readily see to what extent an exercise of tliis kind 
may be carried, — and especially if the class is large. 
It will be well, after a few trials, to require all the 
prominent particulars in relation to each topic or 
place to be given ; but at first, if a few are cor- 

20 



230 THE teacher's assistant. 

Marine Journal. 

rectly given, it may answer. After one has stated 
what he may have to say, an opportunity may be 
given for others to add any particulars not already 
given. An additional interest and advantage may 
be secured by making the spelling of the names 
given a part of the exercise. 

Another interesting, useful, and practical lesson 
may be obtained from the items in a common " Ma- 
rine Journal." Let us take, for illustration, the 
following, which I find in a New York newspaper. 

MARINE JOURNAL. 

PORT OF NEW YORK, AUGUST 5. 

Cleared. 

Steamships — Roanoke, Sldnner, Norfolk, Ludlam & Pleasants; 
Kangaroo, Jeffrey, Liverpool, J. G. Dale ; Illinois, Boggs, Aspin- 
wall, M. O. Roberts. 

Ships — Ocean Pearl, Chandler, New Orleans, N. H. Brigham; 
Matoro, Dillingham, Valparaiso, A. Ladd ; H. Von Gagen, Reimer, 
Hamburg, W. F. Schmidt ; Horatio, Hathaway, Cowes and a mar- 
ket, Jas.E. Ward & Co. 

Barks — William, Heath, Gihara, C. & E. J. Peters; Cavallo, 
Washington, Lavacca, J. H. Brower & Co. ; Nazarine, Smith, Bena- 
ventura, M. M. Bachey. 

Brigs — Lydia Francis, Hall, Philadelphia, Yates & Poi'terfield ; 
Crimea, Hickborn, Philadelphia, Walsh, Cai-vcr, & Chase ; Wilhel- 
mina (Brem.), Howyer, Laguayra, Burchard & Burk ; Edinburgh, 
Bartlett, Philadelphia, T. H. Sandford ; Flying Eagle, Conant, Ali- 
cante, R. P. Buck & Co.; Vulcan (Br.), Card, Windsor, D. R. 
DeWolff ; A. B. Cook, Leighton, Philadelphia, G. W. Simpson. 

Airived. 

R. M. steamship Persia (Br.), Judkins, Liverpool, July 25, mdse. 
and pass, to E. Cunard. July 2.5, passed ship Countess (of England), 
bound in ; Aug. 1, lat. 47 20, Ion. 50 16, passed a cutter steering W., 
showng Spanish colors ; 2d, lat. 44 40, Ion. 57 32, exchanged sig- 



GEOGRAPHY. 231 



Marine Journal. 



nals with Br. ship Onward, hound E. ; 3d, at 8 a. m., lat. 42 26, Ion. 
62 56, passed steamship Vanderbilt, hence for Southampton ; same 
day, at 9^ a. m.^ lat. 42 18, Ion. 61 21, passed steamship Atkntic, 
hence for Liverpool ; the Persia arr. off Sandy Hook on the 4th, at 8 
p. m. ; Aug. 1, wind easterly, light breeze and cloudy, at 8 p. m., 
Cape Race Light abeam ; 4th, at 6^ a. m., lat. 40 23, Ion. 71 25, 
calm, with dense fog, t»ok a pilot from the Edwin Forrest, No. 14. 

Steamship New York (Br. screw), Craig, Glasgow, July 22, mdse. 
and pass, to J. McSymon. Has experienced strong westerly gales 
for the first 5 days ; on the 25th, had a heavy gale from "W. N. W. ; 
26th, signalled Brcm. ship Janson, Smidt, bound W. ; 29th, at 5|- 
a. m., signalled steamship Arabia, for Liverpool ; 30th, at 9 p. m., a 
large steamer passed, bound W. ; Aug. 4, at ll^- a. m., signalled 
steamship Atlantic, hence ; same day, saw a Brem. bark, showing 
private flag, blue swallow and white cross. 

Ship Don Quixote (of Boston), Elwell, Poo-Chow-Foo April 23, 
teas to order. Sailed in company with Br. ship Gleucoe, for Lon- 
don ; left Angier May 21, in company with bark Reindeer, Towns- 
end, from Singapore for New York; April 26, lat. 18, Ion. 115, 
passed Br. ship Bio Bio, from Shanghae ; May 21, 20 miles from 
Angier, signalled ship Mandarin ; 26th, exchanged signals with a ship 
supposed the Fearless ; 29th, spoke Fr. ship Thetis, from Pondi- 
cherry for Bourbon ; June 15, lat. 34 28, Ion. 29, spoke ship Jennie 
W. Paine, " from Batavia for London; 18th, lat. 34, Ion. 23, spoke 
bark Vernon, for Table Bay ; 27, lat. 29, Ion. 12, signalled Br. ship 
Anglo American ; 28th, lat, 27, Ion. 9, signalled Br. ship Alice Jane ; 
same day, signalled ship Fleetwood Dale, from Calcutta, 71 days out ; 
21st, lat. 35, Ion. 13, spoke the C. W. Wappers, from Batavia, 72 
days out; 22d, lat. 33 30, Ion. 15, spoke brig Helena, for Hamburg ; 
July 24, lat. 13, Ion. 50, spoke bark Emblem, from Rio for Philadel- 
phia, 25 days out; passed St. Helena July 3. 

You will readily see that yon may make the above 
extracts from a " Marine Journal " — sucli as you 
may always fiiid in newspapers printed at important 
seaports — the basis of several interesting lessons. 
These lessons, too, will have a practical bearing. 
Let us propose the following questions to your 
class : — 



232 THE teacher's assistant. 

Suggestive Questions. 

What is meant by " Marino Journal " ? " Port 
of New York," — where is it, and what can you 
say of it? What is meant by " Cleared " ? What 
is the name of the steamship first cleared ? her 
captain's name ? whither bound ? by whom cleared ? 
Where is Norfolk ? Where is Liverpool ? How 
would you go from New York to Liverpool ? Where 
is Aspinwall ? Is it an old or new town ? To what 
does it owe its origin ? Where is New Orleans, and 
what can you say of it ? Where is Valparaiso ? 
Where is Hamburg ? (Let pupils go to the outline 
maps and point out these places, and designate the 
course of a vessel from Boston or New York, etc.) 
Where is Cowes ? What is meant by " Cowes and 
a market" ? 

• You will at once perceive to what extent these 
questions may b*e proposed. 

Under the head " Arrived," the lessons may be 
still more interesting and varied. The places of 
meeting jnay be pointed out ; the meaning of phrase 
" showing Spanish colors." This Av^ill open a new 
and instructive field. " Cape Race Light abeam," 
what is meant ? what by " took a pilot " ? etc. 

But in your efforts to teach the geography of 
other and distant sections, do not overlook less re- 
mote sections. Occasionally take imaginary jour- 
neys with your pupils. Let us mi)p<)se you have a 
scliool in New York city. Say to your class, when 
sufficiently advanced : " To-morrow's lesson will be 
an imaginary journey to the city of Boston. There 
are three or four different routes. You may con- 



OKOOKAPUy. 2ot 



All Imaginary Journey. 



fine your attention to either of those which consists 
partly of water. I shall wish you to describe the 
course, tell where you leave the steamer for the 
cars, the prominent places through which you pass, 
and about how long it will require to make the 
journey. At another time, we will make the return 
over a route wholly by railroad." The idea you 
will readily see, and also the extent to which this 
course may be carried. 

If the interesting volumes of Dr. Kane have been 
read, his perilous travels, daring adventures, and 
many hardships, may be made to invest many a 
geography lesson with an interest before unthought 
of. Let the various points spoken of be pointed out 
upon the map, and let the members of your class bo 
called on to state all the incidents that may occur to 
them as worthy of note. This course will tend to 
awaken a spirit of attention and investigation in re- 
lation to their reading. 

I would again advise that you make the drawing 
of maps a prominent exercise ; and, if rightly con- 
ducted, it will prove a very pleasant and profitable 
one. If the lesson is about a certain country, let 
its outlines be drawn upon the blackboard, together 
witli the prominent features, mountains, rivers, etc. 
Frequent and careful practice will give results 
liighly useful and satisfactory. 

As a valuable aid to you in the department of 
map-drawing, I would call your attention to a small 
work just published, entitled " Elements of Map- 
drawing, with Plans for Sketching Maps by Trian- 

20* 



234 THE teacher's assistant. 

A New Work. 

giilation, and Improved Methods of Projection." 
The author is CorneUiis S. Cartee, a successful in- 
structor in Charlestown, Mass. The work is a val- 
uable one, and original in its plan. 

Your sincere friend, 

0. 



LETTER XYII.. 



AEITHMETIC. 



My dear Friend: — 

I NOW come to consider the subject of Arithmetic. 
This has been made a very prominent branch, in 
most of our schools. In this age of money-getting 
and calcuhition, there is a strong tendency to give 
it an undue prominence. I have sometimes thought 
it did receive more than its just sliarc of time and 
attention. It is urged tliat the science of numbers 
is deserving of special consideration, on account of 
tlie mental discipline it will give. This' may be 
urged in favor of other branches, though, it may be, 
not to the same extent. The amount and quality 
of mental drill and development depend more upon 
the teacher's manner of teaching, and the pupil's 
habits of learning, than upon the mere subject 
taught. 

Let me say, at the outset, that it will be hardly 
possible for you to overestimate the value of mental 
arithmetic. This should be commenced at an early 
period in the child's education, and be continued 
through a series of years. Indeed, it would be well 



236 TDE teacher's assistaxt. 

Jlental Arithmetic. 

if the pupils in all our schools and academies should 
be required to devote a short time, daily or weekly, 
to operations in mental arithmetic. A little daily 
practice, in the right way, will secure residts of the 
most satisfactory nature. I have heard children of 
the age of nine or ten years perform mental opera- 
tions with a degree of rapidity and accuracy far 
greater than most adults could perform similar ex- 
ercises with the use of slate and pencil. If, then, 
you wish to have your pupils make true progress in 
numbers, give them frequent and thorough drilling 
in mental arithmetic. If you devote an hour, daily, 
to the study of arithmetic, give at least one half of 
it to mental operations. I have no hesitation in 
saying that a lad, who has been thoroughly and 
properly trained in all the exercises in Colburn's 
First Lessons, or in those of the mental Arithmetics 
of Davies, Thompson, Grecnleaf, Stoddard, or any 
other well-prepared book of the kind, without hav- 
ing received an hour's training in written arithme- 
tic, — that such a lad will be better fitted for any 
common business, so far as arithmetic is concerned, 
than he would be if he had devoted months merely 
to written arithmetic, without giving any attention 
to mental exercises. 

In teaching mental arithmetic, the Numeral 
Frame will be found almost invaluable. No pri- 
mary or intermediate school should be without one 
of these simple articles of apparatus. It is alike 
useful in teaching the little ones to count, and in 
illustrating operations in addition, subtraction, di- 



ARITHMETIC. 



Bishop Potter quoted. 



vision, and also in explaining fractions. It will 
prove worth tenfold its cost in the hands of any 
active and judicious teacher. A set of blocks and 
solids for the illustration of square and cubic meas- 
ure will be found very useful, both in mental and 
written arithmetic. 

In the performance of mental exercises, it will be 
well to require the pupils to recite without the book. 
Read the question distinctly, and let the pupils give 
the answer and explain the process, — giving the 
reason for every step. This course will tend to se- 
cure attention, and prove a more desirable mental 
discipline. From the beginning, cause your pupils 
to feel that they must recite the lesson without your 
aid. You may, of course, solve one or two prob- 
lems, as a specimen of the mode in which you wish 
to have them solved. It is often the case that much 
of the benefit of such examples is lost liy the care- 
less and immethodical manner of performing them. 
Then let me urge you to train your pupils to be 
accurate and self-reliant. Train them to think and 
act for themselves. Says Bishop Potter : " If I 
were to reduce to a single maxim the concentrated 
wisdom of the world on the subject of practical edu- 
cation, I should enunciate a proposition, which, I 
think, is not incorporated as it should be into the 
practices of schools and families. That principle is, 
that, in educating the young, you serve them most 
effectually, not by what you do to them or for them, 
but by what you teach them to do for themselves. 
This is the true secret of educational development." 



238 THE teacher's assistant. 

Specimen Examples. 

Exercises like the following — in which the whole 
school may take part — will be found of great value, 
and a few minutes of daily practice will, in a short 
time, lead to a wonderful degree of rapidity and 
accuracy in mental operations. In these exercises, 
the pupils are expected to follow the dictation of the 
teacher, so that they will be able to give the answer 
the instant he pauses. The terms plus, minus, and 
square should be well understood. 

Square 5-f6x3--2 — 5--8 + 6x5 = ?* 
7 + 5x2-^-6x4x2 — 12X5 — 25 = ? 
Square 8 X 2 -- 4 X 10 — 40 + 20 — 80 = ? 
I of 20 X 2 + 20 X 5 — 50 X 2— 300 = ? 



4of49x4 + 2-4-5x6-^9 — 4 = 



15 + 10 + 5 + 12 X 2 + 16 -r- 2 — 20 X 3 = ? 

The above may be varied and extended almos-t 
indefinitely. I merely give the hint. In treating 
of written arithmetic it will not be necessary for 
me to go fully into the details of teaching the vari- 
ous rules and principles. Most of the modern text- 
books on this subject usually contain good formu- 
las and a sufficient number of rules. I have some- 
times thought that the rules and explanations, the 
formulas and directions, were too numerous, — leav- 
ing too little for the pupils to accomplish, and thus 
failing to secure that mental growth which is so 
essential to true progress. 

* In dictating this, the teacher would say, Square 5, add (or plus) 6, 
multiply by 3, divide by 2, subtract (or minus) 5, divide by 8, add 6, 
multiply by 5, — Low many ? 



ARITHMETIC. 239 



Avoid undue Haste. 



It will be my aim to caution you against two or 
three of the common errors of teachers, in relation 
to arithmetic, and, in passing, to give a few hints 
touching miscellaneoiis exercises that may be found 
useful, for the purpose of general drill and review. 

Aiwid undue Haste. — Many teachers seem to 
think that, if they can only say they have " taken a 
class through the text-book," they will have ac- 
complished all that is required, — and under this 
impression they " take " their pupils along at a sur- 
prisingly rapid gait. Scholars, too, seem to imagine 
that the degree of their proficiency will be aug- 
mented by every new page " gone over " in the text- 
book, and they " hurry on," impatient of delay. 
And, in addition to this, parents and committees 
often " harp on the same string," so that, with all, 
the amount " passed over " is made the only crite- 
rion of the teacher's ability or of the pupil's pro- 
gress. 

I once visited a school in which the feeling just 
spoken of greatly prevailed. It was a showy school, 
and, to a superficial observer, might present a good 
appearance. The teacher was one of your wordy 
men. He blew his own trumpet loud enough, and 
long enough, and, I am sorry to say, he deceived 
many whose ears had never been properly tuned to 
such blasts. Many supposed he kept an excellent 
school, and his pupils considered themselves of 
the ne plus ultra order. In speaking of his first 
class, he said: "This is the finest class you ever 



240 THE teacher's assistant. 

A Visit to a School. 

saw. I liave taken this class over more groiiiid 
than any other class was ever taken in tlie same 
time. I took them through Davies's Arithmetic in 
three months, and they can do anything within tlic 
covers of that hook." This was said in that positive 
manner which would be svire proof to some that tli.j 
statement made was true. Without in the lea: t 
questioning the truth of what had been said, I re- 
marked : " That is a very intelligent class, and they 
must have been well trained to accomplish so much." 
" yes, I have done well by them, and they have 
done well for themselves." " Are you willing to 
have me ask them a few questions ? " said I. Some- 
what "taken aback" by the question, he hesitated 
a moment, and then said : " Why, yes, I have no 
objection, but I don't know how they will get along 
with questions from a stranger." " My questions 
shall not be difficult," said I ; " I do not wish to 
puzzle or trouble them." I then proceeded to ask 
a few questions on the ground rules, and the an- 
swers were mostly wrong Or very defective. I gave 
them a few examples in addition, subtraction, etc. 
These were performed very slowly, and not more 
than one in ten gave the correct answers ; and not 
a single one could give a clear reason for what he 
did. I passed to fractions, and there found a total 
lack of knowledge. The same was true of interest, 
discount, mensuration, &c. They actually knew 
less than any intelligent boy of tlie same age would 
know after a week's proper instruction ; and yet 
r;i.'y really felt that they wore quite c\']>evt in aritli- 



ARITHMETIC. 241 



Make Haste slowly. 



metical operations. The teachei' undertook to con- 
sole himself, and satisfy me, by attributing their 
seeming ignorance to diffidence before a stranger ; 
but a more self-conceited class I never saw. The 
pupils seemed to feel almost insulted that I should 
question them in the simple rules, and yet the re- 
sult showed that they had not been properly or 
thoroughly drilled on those rules. Surely, thought 
I, you have been" taken through " the book ; and a 
hard task will it be to take self-conceit away, and 
cause you to see your true position as arithmetical 
" know-nothings." 

Now, my friend, let me say to you, " Make haste 
slowly." Be thorough. Teach one thing at a time, 
and be careful that you teach it properly, and that 
your teaching is understood. Be not ambitious to 
" take- your pupils through the book," but rather 
aim so to teach and train them that they will be 
able, if necessary, to complete the book without the 
aid of a teacher, after they have been fairly started 
upon the right track. 

Be sure that the simple or ground Rules are ilior- 
oughhj comprehended. — Most teachers pass over 
these too rapidly. We frequently meet with per- 
sons who can, somewhat readily, perform many of 
the more difficult problems of arithmetic, and yet 
arc very moderate and unreliable in adding col- 
umns of figures. I would recommend that you 
devote a few minutes nearly every day to some gen- 
eral exercises, for the entire school, in the elemen- 

21 



242 THE teacher's assistant. 

An Exercise. 

taiy rules. The results of a little daily practice 
will be highly satisfactory. If the maxim, " Prac- 
tice makes perfect," is ever true, it is strictly so in 
relation to operations in arithmetic. I would ad\dsc 
you to have daily exercises in notation, numeration, 
addition, multiplication, subtraction, division, frac- 
tions, &c. In such exercises, let all who are suffi- 
ciently advanced take part, and insist on promptness 
and energy in the performance of the work. 

I will give you an example or two, as a specimen 
for the general exercise alluded to, and the same 
plan may be adopted in reference to the other rules. 
Calling for the attention of your pupils, you ad- 
dress them somewhat as follows : " Scholars, I wish 
you to give your entire attention to an exercise I 
am about to give. It is a simple exercise, — one in 
which all who have ciphered can take part. It is 
only a sum in simple addition. But in performing 
the example, I wish you to aim to excel in three or 
four particulars : — 

1. Make your figures plain. 

2. Put them down in straight columns. 

3. Add accurately. 

4. Add rapidly. 

As I dictate the figures, you will write them ; and 
when I say, ^Add,^ you will all commence. The 
pupil who first obtains an answer will speak dis- 
tinctly and say, ' No. 1 ' ; the second, ' No. 2 ' ; and 
so on. I will note the time in which each performs 
the example, and will read to you the result. But 
remember that there will be no merit in obtaining 



ARITHMETIC. 24i 



Examples for Addition. 



an incorrect result ; for that you can do without 

any attempt at adding the several columns. Ra- 
pidity and accuracy together will be very desiralde. 

You may now write." (^Dictate either of the fol- 
loiving' ;) 

24875 78564 

95628 96875 

76439 63987 

87542 49563 

94387 87459 

62954 95386 

45768 74321 

8 9 541 97487 

97865 78965 



As soon as you have repeated the last line, say, 
distinctly, "^^c?," and he ready, with your watch in 
hand, to note down the time required, by each, in 
obtaining an answer. After all have performed the 
work, call for answers, and then name the time oc- 
cupied by each. If you have a liberal supply of 
blackboard, let a class occasionally take chalk, and 
perform similar operations upon the board. This 
will afford you a better opportunity for pointing out 
defects in figures and columns. 

Exercises like the above will yield good results. 
If you will devote six or eight minutes, daily, for 
ten days, at the expiration of the time you will find 
that most of your pupils will obtain correct answers 
in about one half the amount of time at first re- 
quired. When you commence, the time used in 



244 THE teacher's assistant. 

Do not render too much Aid. 

obtaining the answer to a sum having as many fig- 
tires as there are in the examples given, will vary 
from one to three minutes ; but at the end of the 
time named, you will find that many will be able to 
perform similar examples in thirty seconds, and loss. 
And, moreover, you will find that the skill and accu- 
racy gained here will be of service in all the more 
difficult operations of the Arithmetic. Of course, 
the number of figures and columns may be varied 
from time to time. It will be well, often, to give a 
single column, of some twenty or more figures, for 
the double purpose of giving discipline in addition, 
and training the eye in making straight columns of 
figures. The same general method may be adopted 
with examples in division, subtraction, multiplica- 
tion, fractions, etc. 

Do not be satisfied with the mere verl^atim repeti- 
tion of the rules of the Arithmetic, and the mechan- 
ical performance of the questions under the several 
rules. Yary the questions, and ask many not con- 
tained in the book. Do not abandon one rule or 
principle, and pass to another, until the former is 
perfectly clear. Move " step by step," never forget- 
ting that practice tends to make perfect. 

Do not render too much Help in the Performance 
of Problems. — It will be necessary for you to exei-^ 
cise much judgment and discretion on this point. 
Some aid you must render ; but be very careful and 
not give too much or too soon. One prominent ob- 
ject, in all school exercises, should be to train pupila 



ARITHMETIC. 245 



Give Encouragement. 



to overcome difficulties, — to surmount obstacles. 
In no branch will this hold more true than in that 
under consideration. It will scarcely ever be well 
for you to solve a difficult problem for a pupil. 
Give him one or two hints in the right direction, 
and then encourage him to persevere. If you can 
once succeed in arousing a true spirit of perse- 
verance, you will find but little difficulty. " My 
teacher says I can do very hard problems if I will 
try long enough," said James Diligent, " and if I 
can, I know I ivill ; for I can try as hard and as 
long as any one." "With such a feeling, but very 
few insurmountable obstacles will be found. Give 
to your pupils as mottoes. Labor omnia vincU, and 
Nil desperandum. 

Encourage your Pupils. — Utter words of cheer 
and expressions of kindly interest, and lead your 
pupils to feel that you are their sincere friend, and 
that you require them to learn hard lessons because 
you know it will do them good to learn such lessons. 
The following incident illustrates the power of en- 
couraging words. 

The teacher of a large school had a little girl 
under her care who was exceedingly backward in 
her lessons. She was at the bottom of the class, 
and seemed to care but little about what had passed 
in it. 

During the school hours, singing was sometimes 
employed as a relaxation, and, noticing that this 
girl had a very clear, sweet voice, her teacher said 

21* 



246 THE teacher's assistant. 

Illustrative Anecdote. 

to her : " Jane, you have a good voice, and you 
may lead in the singing." 

She brightened up, and from that time her mind 
seemed more active. Her lessons were attended to, 
and she made steady progress. One day, as the 
teacher was going home, she overtook Jane and one 
of her schoolmates. 

" Well, Jane," said she, " you are getting on very 
well at school. How is it that you do so much bet- 
ter now than you. did at the beginning of the half- 
year ? " 

" I do not know why it is," replied Jane. 

" I know what she told me the other day," said 
her companion. 

" And what was that ? " asked the teacher. 

" Why, she said sire was encouraged." 

Yes, there was the secret, — she was encouraged. 
She felt she was not dull in everything ; she had 
learned self-respect, and thus slie was encouraged to 
self-improvement. 

Take the hint, dear friend, and t)y to reach the 
intellect through the heart. Endeavor to draw out 
the dormant faculties of your scholars by discrimi- 
nating culture and well-timed commendation. Give 
them the credit wlienever you can, and allure them 
with hopeful words. Many a dull-minded child has 
been made irretrievably stupid by constant fault- 
fijiding or ungenerous sarcasm. And, on the other 
hand, how often lias a genial smile or an approving- 
remark awakened into new life some slow-learning 
pupil. 



ARITHMETIC. 247 



• Make Explanations Clear. 



Make your Explanatiotis plain, and intelligible. — 
It is not unfrcqueiitly the case, that teachers fail to 
make tlieir exi)laiiations sufficiently siniplc. At all 
times strive to awaken or impart ideas, and not 
merely to give words. Said a child to her teacher, 
'' Will you please tell me why I carry one for every 
ton ? " " Certainly," said the teacher, pleasantly, 
" it is because numbers increase from riglit to left 
in a decimal ratio." The child went to her seat, 
and, with a sad expression, sat repeating the words 
just quoted. She did not comprehend the answer 
of her teacher, and felt disappointed. The words 
" decimal " and " ratio " she did not understand. 
Slie sat thinking for a while, and_ then, utterly dis- 
<;ouraged, she put aside her book, saying, " I do not 
like arithmetic ; I cannot understand it." 

Sec to it, my friend, that your pupils do not suffer 
in this way. When you give illustrations or expla- 
nations, have them such that they will convey to 
the pupil's mind the ideas or information intended 
by you and desired by them. As far as may he, 
use illustrations for the eye. Long measure, square 
measure, cubic measure, etc. may be illustrated by 
drawings and blocks. Let me suppose you ask a 
pupil the difference between ten square miles and 
ten miles square. A word answer may be given 
witliout conveying any clear idea ; but if you go 
to the board and draw a figure, you may make all 
plain and clear. Let the following be used, consid- 
ering each square the representative of a square 
mile : — 



248 



THE TEACIIEUS ASSISTANT. 



Be Practical. 






One mile long. 



One mile 
square. 



Many other definitions and principles you may 
readily explain by some simple drawing or illustra- 
tion. 



Aim Lo g-ive a jiractical turn to every Exercise. — 
This you will best do by asking such incidental 
questions as shall have a bearing upon common 
business operations. So far as possible, require 
your pupils, not only to state the " how " of per- 
forming an example, but also to show that they 
fully comprehend the same, by solving problems 
given at the time, but not taken from the text-book. 
Let me svippose you have a class in mensuration. 
You ask a pupil how he will obtain the superficial 
feet in the floor of the school-room. His answer 
will be, " multiply the length by the width," and he 
may give these words without being able to perform 
the operation. That you may know whether he 
comprehends the definition, or not, give him a rule 
or measuring-tape, and ask him to get the contents 
of the room. If he can do that properly and accu- 
rately, you may feel sure that tho wcrd;j of the rule 



ARITHMETIC. 249 



An Example. 



are understood. So let it be at every step ; let tlie 
rule be elucidated and confirmed by the perform- 
ance of some pertinent question. As another ex- 
ample on this point, let us take the subject of inter- 
est. The members of the class are able to repeat 
the rules and explanations with promptness. If 
you wish to ascertain if the words they have re- 
peated convey the intended information, step to the 
blackboard, and write a note, as follows : — 

% '*&'! 70"- 

^^n^czcn^u, oz ozaez, ^at Awnaiea and yC^V-- 
va/tce iececvec/. 



Now call upon your class to tell how much it will 
require to pay the above note at the present time, 
on some previous day, or on some future day, that 
you may designate. 

If the subject of indorsements is under consider- 
ation, prepare some notes in due form, note the 
payments upon the back in the usual and proper 
manner, and, passing them to members of the class, 
require them to ascertain the amount due on each 
at the present time. If results are correct, you 



250 THE teacher's assistant. 

Combine Theory and Practice. 

may feel satisfied that the subject is clearly compre- 
hended. 

In fine, let it be a part of your daily practice to 
propose to your pupils practical questions, prepared 
by yourself for the purpose of illustrating and con- 
firming the passing recitation. A lad may be able 
to give the rule for ascertaining the contents of a 
load or pile of wood, and not be able, by actual meas- 
urement and figures, to " carry the rule into prac- 
tice " ; and yet this is the more important part. 
In all your teaching, aim judiciously to combine 
theory and practice. Encourage your pupils to 
bring into the school-room such practical business 
operations as may come within their observation out 
of the school-room. In this way you will obtain a 
A'aluable variety, cmln-acing such operations as the 
farmer, the merchant, the mechanic, etc. will have 
occasion to perform. By pursuing this course, your 
pupils will be so trained that they will not be con- 
fused and entirely thrown from the arithmetical 
track, if called upon to perform some simple busi- 
ness question outside of the school. How many 
there are among those who have professedly been 
through the Arithmetic, — even the " hardest Arith- 
metic you can name," — who would be completely 
nonplussed, if some farmer should ask them to cast 
tha interest on a certain note, or ascertain the con- 
tents and worth of a load of wood at a specified 
amount per cord, or if some carpenter should ask 
them to estimate the cost of a pile of boards at a 
given sum per thousand feet ! 



1 



ARITHMETIC. 251 



Make Fractions intelligible. 



Be sure that Fractions are well understood. — 
Most teachers and pupils fail in not giving suffi- 
cient attention to fractions. If the various opera- 
tions in fractions are clearly explained by the 
teacher, and followed by frequent practice by the 
pupils, the results will be favorable. Let it be 
your aim to give thorough instruction and frequent 
drill in exercises involving the various principles of 
fractions. Facility and accuracy here will be of 
great service in all other arithmetical exercises. I 
once knew an entire school in which most of the 
pupils had been nearly through (that is, had been 
taken nearly through) written arithmetic, and yet 
not one could answer the following simjile question 
proposed by a visitor : "If an apple and a half cost 
a cent and a half, what will one apple cost ? " Who 
cannot see that in such a school the subject of frac- 
tions had not received merited attention ? 

But I have already sufficiently enlarged upon the 
subject under consideration. I hope the hints I 
have given may not prove entirely useless. In clos- 
ing, I will say, if you would be a successful teacher 
of arithmetic, study to have fresh examples and 
new modes of illustration as often as possible, al- 
ways endeavoring to teach the subject, and not the 
mere words of the book. 

Your sincere friend, 

C. 



LETTER XVIII. 

BOOK-KEEPING. — PHYSIOLOGY. — DRAWING. — 
HISTORY. — SINGING. 

My dear Fkiend : — 

I HAVE already considered the several brandies 
usually taught in our Common Schools. Pupils 
should he thoroughly instructed in these, and not 
be allowed to substitute other branches in their 
stead, nor to allow other studies to engross any part 
of the time and attention whicli should be devoted 
to the elementary branches already alluded to. If 
pupils are properly trained in these, they will have 
a firm and desirable foundation, on which a super- 
structure may be reared as circumstances may favor 
and require. But if these elementary branches are 
neglected, or but imperfectly taught, any superstruc- 
ture will be in a toppling and unpleasant condition. 
Let me again urge you to be thorough in all your 
teaching, — but in no cases more so than in relation 
to those subjects which form the very basis of the 
educational structure. How many men may be 
found in each of the learned professions, who have 
suffered, and will suffer, their lives long, from a 



ELEMENTAKY BRANCHES. 2,')3 

Edward Everett. 

want of thoroughness in their early education 1 
Be it, then, your motto, and that of your pupils, — 
" Whatever is wortli doing' at all, is ivorth doing 
welir 

As proof that I have not over-estimated the im- 
portance of the elementary branches, let me call 
your attention to the following remarks, made by 
Edward Everett, at the dedication of a school-house. 

" I hold that to read the English language well, 
that is, with intelligence, feeling, spirit, and effect, 
— to write, with despatch, a neat, handsome, legible 
hand, (for it is, after all, a great object in writing to 
have others able to read what we write,) and to be 
master of the four rules of aritlmietic, so as to dis- 
pose, at once, with accuracy, every question of fig- 
ures which comes up in practical life, — I say 1 call 
this a good education. And if you add the ability 
to write pure, grammatical English, with the help of 
very few hard words, I regard it as an excellent ed- 
ucation. These are the tools. You can do much 
with them, but you are helpless without them. 
They are the foundation ; and, unless you begin 
with these, all your flashy attainments, a little nat- 
ural philosophy, a little physiology, and a little ge- 
ology, and all the other ologies and osophies, are 
ostentatious rubbisli. 

"■ Is it not a fact, that, in many of our common 
schools, spelling, reading, writing, geography, and 
grammar, combining with it the art of composition, 
are neglected in order to study the ' ologies and os- 
opliies ' ? How many college students have learnt 

22 



2j4 the teacheu's assistant. 

The College Graduate. 

Eiiglisli grammar and English orthograpliy ? We 
know many who have not, and never will, because 
it is too late now to do what could only be well 
done in childhood, either in the family or primary 
school. A graduate of one of our colleges recently 
boasted that ' he never studied English grammar.' 
A person standing by remarked, ' No one would 
suppose you ever had, judging you by the manner 
you use the Queen's English.' " 

I will now pass to consider, briefly, two or three 
other topics or branches, which should receive atten- 
tion if circumstances will warrant. They are highly 
important, and if our schools were what they should 
be, as to organization and support, I should not 
hesitate to place the branches about to be considered 
among the really indispensable ones. But many 
of our schools are so large and so imperfect in 
classification, that but few teachers can find time 
or place for any studies additional to those named 
in previous letters. If, however, you cannot find 
time for a thorough and systematic course of in- 
struction in them, you may give a few lessons and 
hints on each which will be of service ; for, if the 
foundation is substantially laid, your pupils will be 
prepared, with but little help from their teacher, to 
make progress in other and higher branches as a 
fitting superstructure. 

Book-keeping. — All should have some knowl- 
edge of accounts, and in many of our schools in- 
struction in book-keeping should receive attention. 



BOOK-KEEPING. 25o 



How formerly taught. 



Tho exercises required in filling out a set of books 
will prove highly profitable and useful, — calling 
into practice, as it will, to some extent, knowledge 
already acquired in arithmetic, penmanship, and 
orthography. If, therefore, yon can possibly find 
time — if it bo only one hour per week — to de- 
vote to familiar instruction in the art of book-kee|> 
ing, be sure to use it. In many schools nominal 
attention was given to this subject a score of years 
ago, but in such a manner as neither to interest 
nor instruct the jDupils. I can well remember tlic 
amount and kind of attention it received when I 
attended school. The Arithmetics then used — 
more than those now in use — contained a few 
pages of accounts entered in D ay-Book and Ledger 
form. These we were rcqiiired to copy into blank- 
hooks, and in doing so we were made to feel that 
we were studying book-keeping. As well miglit 
one learn to compose by merely copying the compo- 
sitions of others, A person might copy a thousand 
very excellent essays, and still not be able to com- 
pose ten lines with propriety of expression. So one 
miglit merely copy scores of pages from a printed 
account-book without gaining a clear and practical 
understanding of accounts. 

There are now before the pul)lic several very 
good treatises on the subject of book-kee})ing, — 
either of which will be sufficient in the hands of a 
sensible teacher. But if you would give the sub- 
ject a trul}'*i)ractical bearing, you must go beyond 
t;ie book, and, by tho use of the lilackboard, ex- 



256 THE teacher'*' assistant. 



Physiology. 



panel, explain, illustrate, and apply the principles 
of tlie printed text-book. 

Call npon your pupils, frequently, to go to the 
blackboard, and write in due form a note, a receipt, 
a common bill of goods, an order, etc. Name to 
them certain business transactions, real or imagi- 
nary, between two persons, and require them to ex- 
press the same upon the blackboard as they should 
be recorded or expressed in an account-book. I see 
no reason why all, who attend school until the age 
of fourteen or fifteen years, may not receive a fair 
amount of instruction in accounts, certainly to such 
an extent that they will be aljlc, Avith facility and 
correctness, to write any common business form, or 
to make proper record of any common business 
transaction. Let it be your aim to qualify your 
pupils to do thus much. 

Physiology. — While I do not believe that an ex- 
tended course of instruction in this branch should 
lie attempted in our common schools, I do believe 
that some amount of information should be imparted 
in all our schools, — varying according to circum- 
stances. If we cannot all gain a complete knoM'l- 
edge of "the house in which we live," we should 
certainly learn so much of its mechanism, its nature, 
its capabilities, and the dangers wliich threaten it, 
as will keep us from doing aught that will tend to 
mar or weaken our " tenement," and, if possible, so 
much as will enable us to impart unt<^ it those in- 
fluences which will tend to its true adornment, and 



PHYSIOLOGY. 257 

Tlie House iu which we live. 

lead to the real development of its powers and 
resources. 

If one to whom a costly and well-finished dwell- 
ing has been presented shonld abnse the same, and 
pervert its use, by allowing, if not by enticing, " four- 
footed beasts and all manner of creeping things " to 
range through the various apartments, we should 
say that he v^as undeserving of the residence, and 
that it had fallen into bad hands. What, then, shall 
be said of those who so grossly pervert and abuse 
the temple in which they live, — that structure 
which an omnipotent hand has reared and intrusted 
to a single occupant ? And yet how many there are 
who daily " live, move, and have their being " in 
that most wonderful structure, the human body, 
constantly, through design or ignorance, doing 
those things which at once tend to diminish its 
capacities and mar its beauty and symmetry ! 
How many, through gross ignorance of the true 
laws of physical being and development, indulge in 
habits which are utterly at variance with the condi- 
tions of real existence and growth ! Nay, more ; in 
how many of our school-liouses have the internal 
arrangements and fixtures been promotive of physi- 
cal deformity ! In how many has defective ventila- 
tion proved destructive of vitality and health, — 
often gradually, but surely ! Now it is within your 
power, as a teacher, to dilfuse much valuable in- 
formation regarding some of tlic essentials for phys- 
ical health and well-being. If you cannot find time 
for giving detailed and thorough instruction in the 

22* 



2.jS the tf.aciieu's assistant. 

S. 11. Calthi-op. 

principles of physiology, you may and should find 
time for giving many valuable hints and sugges- 
tions bearing u})on the sulyect. If you cannot teach 
anatomy, you may speak of some of the laws of 
health. The sul^jects of ventilation, diet, clothing, 
exercise, etc. may be considered, and mucliA^alu- 
able information may be given in relation to each 
of them. Let the importance of the whole subject 
lead you to do what you can. It is to be hoped 
that the time will arrive, when our youth will remain 
in the school-room long enough to receive a more 
thorough course of instruction, than it would be 
practicable to undertake to give in many of our 
schools, under existing circumstances. But some- 
thing you may do in the way of encouraging an in- 
terest in all those manly exercises and games which 
tend to the true development of the physical powers. 
It is indeed lamentable to see to what an extent the 
mere intellect is cared for, while no regard is paid 
to the culture of the corporeal powers and faculties. 
In a lecture recently given before the American 
Institute of Instruction, Professor S. R. Calthrop 
thus playfully hits the prevailing feeling and cus- 
toms, and suggests a remedy : — 

" Some time ago I read a tale, which related that 
a certain gentleman was, once on a time, digging a 
deep hole in his garden. Kb had, as I myself had 
in my younger days, a perfect passion for digging 
holes, for the mere pleasure of doing it ; but the 
hole which he was now digging was by far the deejj- 
est which lie had ever attempted. At last he became 



niYsioLOGY. 259 



All Amusing Story. 



perfectly fascinated, carried away by his pursuit, 
and actually had his dinner let down to him hy a 
huckct. Well, he dug on, late and early, when, 
jvist as he was plunging in his spade with great 
energy for a new dig, he penetrated right through, 
and fell down, down, to the centre of the earth. 

" To his astonishment, he landed upon the top of 
a coach, which was passing at the time, and soon 
found himself perfectly at home, and began to enter 
into conversation with the passenger opposite to 
him, a very gentlemanly-looking man, enveloped 
entirely in a black cloak. He soon found out that 
the country into which his lot had fallen was a 
very strange one. Its peciiliarities were thus stated 
by his gentlemanly fellow-passenger. ' Ours, Sir,' 
said he, ' is called the country of Skitzland. All 
the Skitzlanders arc born with all their limbs and 
features perfect ; but when they arrive at a certain 
ago, all their limbs and features which have not been 
used drop off, leaving only the bones behind. It is 
rather dark this evening, or you would have seen 
this more plainly. Look forward there at our 
coachman : he consists simply of a stomach and 
hands, these being the only things he has ever used. 
Those two whom you see chatting together arc 
brothers in misfortune ; one is a clergyman, the 
other a lawyer ; they have neither of them got any 
legs at all, though each of them possesses a finely 
developed understanding ; and you cannot help re- 
marking what a massive jaw the lawyer has got. 
Yonder is Mr. , the celebrated millionnaire, — 



2G0 THE teacher's assistant. 

Story, continued. 

he is just raising his hat ; you see he has lost all the 
top part of his head, — indeed, he has little of liis 
head left, except the bump of acquisitiveness and the 
faculty of arithmetical calculation. There are two 
ladies, members of the fashionable world : their case 
is very pitiable, tiiey consist of nothing whatever but 
a pair of eyes and a bundle of nerves. There are two 
members of the mercantile world : they are munch- 
ing some sandwiches, you see, but it is merely for 
the sake of keeping up appearances, as I can assure 
you, from my own personal knowdcdge, that they 
have no digestive organs whatever. As for myself, 
I am a schoolmaster. I have been a hard student 
all my life, at school and at college, and moreover I 
have had a natural sympathy with my fellow-men, 
and so I am blessed with a brain and heart entire. 
But see here.' And he lifted up his cloak, and lo ! 
underneath, a skeleton, save just here ! ' See, here 
are the limbs I never used, and therefore they have 
deserted me. All the solace I now have consists in 
teaching the young children to avoid a similar doom. 
I sometimes show them what I have shown you. I 
labor hard to convince them that most assuredly the 
same misfortune will befall them which has hap- 
pened to me and to all the grown-up inhabitants ; 
but even then, I grieve to say, I cannot always suc- 
ceed. Many believe that they will bo lucky enough 
to escape, and some of the grown-up inhabitants 
pad themselves, and so cheat tiie poor children into 
the belief that they are all riglit, though all the 
elder ones know better. You will now perceive the 



PHYSIOLOGY. 2G1 



The Skitzlanders. 



reason why all the gentlemen you see wear such 
tight pantaloons : they pretend that it is fashionable, 
but in reality it is in order to prevent their false 
legs from tumbling out. Surely my case is miser- 
able enough ; my only hope consists in the idea of 
educating the rising generation to do better. No 
doubt it is easy to persuade them to do so in tlic 
country from which you come, but I assure you,' 
•added he, with a heart-felt sigh, ' that it is some- 
times very hard to do so here. Nearly all of us, 
then, have lost something of our bodies. Some 
have no head, some no legs, some no heart, and so 
on ; the less a man has lost, the higher he ranks in 
the social scale ; and our aristocracy, the govern- 
ing body, consists of the few individuals who have 
used all their faculties, and therefore now possess 
them all.' 

"At. this moment a dreadful earthquake broke 
out, and an extempore volcano shot the gentleman 
who had listened to this interesting narration right 
up to the crust of the earth again, and, by a strange 
and fortunate chance, shot him up into the very 
hole which he had been digging, and he discovered 
himself lying down at the bottom of the hole, feel- 
ing just as if he had awakened from a dream ; and, 
to his surprise, he heard distinctly the voice of his 
wife crying out from the top, ' Come, come, dear, 
you 're very late, and supper is getting quite cold ! ' 

" The name of the country of Skitzland, trans- 
lated into the vulgar tongue, is the planet Earth, 
and America is one of the portions thereof. If we 



2G2 THE teacher's assistant. 

The Application. 

were to look round in a circuit of a hundred miles, 
how many of the Skitzland aristocracy should we 
find, think you ? What a dropping off of limbs 
and features there would be, if the letter of the law 
of Skitzland were carried out ! But it is absolutely 
certain that this is in effect the law of nature, 
which does not act, it is true, all in a moment, but 
which slowly and truly tends to this. The Hindoo 
ties up an arm for years together, as a penance, • 
thinking thereby he does Brahma service ; the limb, 
with fatal sureness, withers away and rots. The 
prisoner in solitary confinement has his mind and 
faculties bound, fettered, and tied, and, by a law as 
fixed as that which keeps the stars in their places, 
the said prisoner's mind grows weaker, feebler, less 
sane, day by day. School-children are confined six 
long hours in a close school-room, sitting in one 
imvarying posture, their lungs breathing corrupted 
air, no single limb moving as it ought to move, 
not the faintest shadow of attention being paid to 
heart, lungs, digestive organs, legs, or arms, all 
these being bound down and tied, as it were ; and 
so, by the stern edict of Heaven, which, when man 
was placed upon earth, decreed that the faculties 
unused should weaken and fail, we see around us 
thousands of unhealthy children whose brains are 
developed at the expense of their bodies, the ulti- 
mate consequence of which will be deterioration of 
brain as well as body. 

" What is the remedy for all this ? I have before 
stated, that, in large, crowded cities, gymnastic 



DRAWING. 2C3 



What may be done. 



training, systematically pursued as a stud?/, is tlio 
only thing which seems possible to be done, and 
most assuredly will be beneficial wherever it is in- 
troduced. But there is a different method of phys- 
ical education, which can be pursued either exclu- 
sively or in association with gymnastics, Vhich can 
be followed up either in the country, or in towns, 
where playgrounds can be obtained. This is the 
method which I have invariably pursued myself, 
namely, the systematic pursuit of health and 
strength by all manner of manly sports and games. 
I myself learned to play and love these games at 
school and at college. I have given them now 
nearly four years' trial in my school, and every 
day convinces me more and more of their bene- 
ficial results." 

Deawing. — This l)ranch is deserving of more 
attention than it has yet received in our schools. 
An ability to draw will prove of advantage to all 
classes of people ; for all will find occasions on 
which it will be pleasant, if not positively valuable, 
to be able to exercise skill in drawing. To the 
mechanic, this subject is of the utmost importance ; 
and one who is well skilled as a draughtsman will 
be far more successful than one who is not, other 
things being equal. 

The facilities for imparting instruction in this 
branch have been greatly increased within a few 
years, and there are many excellent elementary 
treatises and pattern-cards within reach of all. I 



264 THE teacher's assistant. 



Historj'. 



k 



can see no reason why the exercise of drawing may 
not be introduced into most of our schools. It will 
give a ]:J^asant variety to school lessons ; and min- 
utes, that might otherwise be spent in idleness or 
mischief, may be usefully employed in copying 
models. While, therefore, I would insist upon 
thorough training in the branches alluded to in 
/previous letters, I would certainly encourage pupils 
to improve some of their leisure minutes in prac- 
tising on drawing-lessons. But do not imagine, 
nor allow your pupils to feel, that they can become 
proficients in the art of drawing by receiving a 
few hours' instruction. It will be only by patient 
and persevering study and effort, and by long-con- 
tinued practice, that one can acquire a desirable 
degree of skill and readiness. Let this be under- 
stood from the beginning, and here, quite as much 
as in any other branch, insist on care and thorough- 
ness. 

History. — Some thing of .history should be taught 
in our schools. In the study of geography, the 
teacher will have frequent opportunities for com- 
municating some historical information ; and these, 
if wisely improved, will awaken in the minds of his 
pupils a desire to know more, and induce them to 
investigate for themselves. So much history as 
relates to our own country ought to receive par- 
ticular attention in our schools ; and there would 
be ample time for it if pupils would be regular in 
their attendance, and continue at school for a few 



HISTORY. 265 

A Pleasing Exercise. 



months longer than they have been wont to do. 
The adoption of any plan or exercise that will 
awaken an interest will result in good. I. do not 
intend to give any particular instruction in relation 
to the study of history, but merely to call your 
attention to it, and to advise that you give it as 
much consideration as circumstances will allow. 

My eye just meets with a little exercise or game 
bearing upon this subject, which may be turned to 
good account. The following I take from the New 
York Teacher, though the plan described has been 
previoiisly published. 

The teacher or some pupil fixes his mind or 
thoughts upon some individual, place, or event of 
historical notoriety, and the other members of the 
class ask questions to ascertain what person, place, 
or event is thought of. One having selected, men- 
tally, a subject, the others question him, and receive 
answers somewhat as follows : — 

Question. Is the subject you have in mind an 
individual, place, or event ? 

Answer. An individual. 

Q. Now living, or dead ? 

A. Dead. 

Q. Male or female ? 

A. Male. 

Q. Did he live in Europe, Asia, Africa, or Amer- 
ica? 

A. In Europe. 

Q. In England, France, Spain, Italy, or Russia ? 

A. In France. 



2G6 THE teacher's assistant. 

Questions and Answers. 

Q. Within five hundred years, or within a cen- 
tury ? 

A. Within a century. 

Q. Within fifty years ? 

A. No. 

Q. Was he celebrated as a king, statesman, war- 
rior, poet, or philosopher ? 

A. As near a warrior as anything you have men- 
tioned, and, though not a statesman, he was con- 
nected with national affairs. 

Q. Was he coimected with the French Revolu- 
tion of 1792 ? 

A. He was. 

Q. Was he a Royalist or Republican ? 

A. Republican. 

Q. Did he die in France ? 

A. He did. 

Remark by some of the class. Then it is not 
Bonaparte. 

Q. Did he die a natural death ? 

A. He did not. 

Q. Was he murdered by Charlotte Corday ? 

A. He was not. 

Remark. Then it is not Marat. 

Q, Was he Jacobin or Girondist ? 

A. Jacobin. 

Q. Was he a leader of the Jacobin party ? 

A. Yes. 

Q. Is he noted for his cruelty durmg the " Reign 
of Terror " ? 

A. He is. 



HISTORY. 267 

Exercise, continued. 



Q. Robespierre ? 

A. It is Robespierre. 

Game is won by the questioners. 

Another pupil has a subject. 

Q. An individual, an event, or a substance ? 

A, An event. 

Q. Did it transpire in Europe, Asia, or America ? 

A. America. 

Q. Within fifty years ? 

A. No. 

Q. Within a hundred years ? 

A. Yes. 

Q. Before the American Revolution, or after ? 

A. Before. 

Q. Was the event brought about by the agency 
of man, or was it a natural event ? 

A. Effected directly by man. 

Q. A disastrous or fortunate event ? 

A. Disastrous to some, fortunate to others ; but 
we consider it fortunate, because its results have 
been good. 

Q. Was it a national event ? 

A. Its results were at least national. 

Q. Had England any interest in this event ? 

A. She had. 

Q. Did it transpire in the Eastern, Middle, or 
Southern States ? 

A. Eastern. 

Q. On land, or on water ? 

A. On water. 

Q. Was there any loss of life or property ? 



268 THE teacher's assistant. 

Singing. 

A. Of property, but not of life. 

Q. Was the property destroyed tea ? 

A. It was the destruction of the cargo- of tea in 
Boston Harbor. 

This game is instructive and amusing in the 
school, the home circle, or at social gatherings. It 
exacts an extensive and an accurate knowledge, and 
strengthens the memory. It also requires consider- 
able skill to ask questions in a connected, chain-like 
manner, and is therefore an excellent mental disci- 
pline. It induces a search into the characters of 
individuals, and into the cause, nature, and effects 
of events, thus making pupils more philosophical 
and more self-reliant. 

This exercise might be introduced into history 
classes one day in a week, in place of recitation, 
and scholars might prepare for it as for a recitation. 

Singing. — Yocal music has already assumed a 
somewhat exalted position in some schools, and yet 
in scarcely any have its merits been fully estimated. 
It is, indeed, less than a score of years since school- 
room songs were a very great novelty ; and we can 
well remember that those who first favored their 
introduction were strongly censured by parents and 
others. It was regarded by many as a monstrous 
innovation. For children to go to school, term 
after term, and sit, aching, on wretched seats, in 
still more wretched school-houses, caused no regret, 
because such penance seemed to be an essential 
part of school life ; but for school-boys and school- 



SINGING. 2G9 

Lowell Mason's Views. 

girls to sing-, — who ever heard the like ? It was a 
great waste of time ; and, moreover, it caused the 
little ones to be happy, and for a brief time to for- 
get their aches, which, it was thought, would be a 
perversion of the object of schools. Such was the 
feeling very generally. But a pleasant change has 
come "over all the land"; and now the joyous 
songs of merry pupils may be heard in a large 
number of our best schools, alike promoting their 
happiness and cheering them on in the performance 
of the less agreeable duties of the school-room, and 
meeting the approval of all kind and intelligent 
people. 

Though we cannot sing, — our school days having 
been passed all too early for receiving any instruc- 
tion in singing, — we would strongly advocate the 
teaching of music in all our schools. It is a good 
disciplinary exercise, and its indulgence always 
tends to give an air of cheerfulness to the school- 
room. But we would have the songs, and the sen- 
timents of the songs, of a truly pure and elevating 
character. We have no partiality for the practice — 
now, we feel, quite too common — of having lessons 
and recitations set to music. This we think a per- 
version of the object. We fully agree with that 
veteran of song, Lowell Mason, whose name has 
become so intimately connected with the music of 
our land, who says: " Music's highest and best in- 
fluence is of a moral nature ; and the introduction 
into schools of such songs as tend to mere levity, 
frolic, or idle mirth, or such as are low, coarse, or 

23* 



270 Tii;-: Ti;Aciiiai's assistant. 

The Boy and the Buboliiik. 



vulgar, in thought or in language, or such as con- 
tain- equivocal or ambiguous expressions, is most 
deeply to be regretted." „ , - 

The following remarks on the " Power of Music " 
I take from the Indiana School Journal. The little 
incident named is certainly full of interest. 

" In looking over an old ' newspaper ' printed sev^ 
eral years ago, I came across this beautiful piece, 
which struck me as being true to nature. 

" Leaning idly over a fence, a few days since, we 
noticed a little four-years-old ' lord of creation,' 
amusing himself, in the grass, by watching the frol- 
icsome flight of birds, which were playing around 
him. At length a beautiful bobolink perched on a 
bough of an apple-tree which extended within a 
few yards of the place where the urchin sat, and 
maintained his position, apparently unconscious of 
his close proximity to one whom birds usually con- 
sider a dangerous neighbor. 

" The boy seemed astonished at his impudence, 
and, after regarding him steadily for a minute or 
two, obeying the instinct of his baser part, he 
picked up a stone lying at his feet, and was pre- 
paring to throw it, steadying himself for a good 
aim. The little arm was drawn backward without 
alarming the bird, and ' bob ' was ' within an ace ' 
of danger, when lo ! his throat swelled, and forth 
came nature's plea : ' a-link, a-link, a-link, bob-a- 
link, bob-a-link, a-no-sweet, a-no-sweet ! I know it, 
I know it, a-link, a-link, don't throw it, throw it, 
throw it,' &c. And ho didn't. Slowly the little 



SINGING. 271 



■ Could n't cos he suns; so.' 



arm fell to its natural position, and the now de- 
spised stone dropped. The minstrel charmed the 
murderer ! We heard the songster through, and 
watched his unharmed flight, as did the boy, with 
a sorrowful countenance. Anxious to hear an ex- 
pression of the little fellow's feelings, we approached 
him and inquired, ' Why did n't you stone him, my 
boy ? you might have killed him and carried him 
home.' 

" The poor little fellow looked up doubtingly, as 
though he suspected our meaning, and, with an ex- 
pression half shame and half sorrow, he replied : 
' Could n^t cos he sung so ! ' 

" Who will say that ' music hath no charms to 
soothe the savage breast,' or aver that God hath 
not made melody to move the purer fountains of 
our nature, to awaken those sympathies that are 
kindred to heaven, the angels, and to God himself ? 
Let the sweet tones of music break upon the ears 
of tlie dull school-boy, and he will awake with new 
life and energy. Pour the notes of melody into 
the ears of the wilful child, and you disarm him ; 
the anger will fall from his heart, and he will be- 
come obedient and attentive. Let music be the 
first to break the silence of the school-room in the 
morning, and the chords of young hearts that are 
put in motion will continue to vibrate during 
the day. Happy will be the time when not only the 
tones of our school-bells can be heard all over the 
land, but when the notes of our school-children, 
in the morning, breaking upon the silent atmos- 



272 THE teacher's assistant. 

Give Attention to Music. 

phere along the Atlantic coast in the East, shall 
reverberate along the Gulf of Mexico, and the echo 
be heard in California." 

Then I would say, give some attention, daily, to 
vocal music. This may be done without any detri- 
ment to other branches. Indeed, I believe it will 
prove a pleasant auxiliary in all the work of the 
school-room. If your pupils are sad, or dull, or 
uneasy, or too playful, call upon them to sing one 
or two sweet songs, and the result will be highly 
salutary. All angry and dull feelings will at once 
be dispelled, and a spirit of cheerfulness will be 
produced throughout the school. You may safely 
introduce music, and devote some time to it daily, 
without any fear of encroaching upon other branches, 
for it will prove a help, and not an injury. Such, 
at least, is the belief of 

Your sincere friend, 

C. 



LETTEK XIX. 

DECLAMATION. — STUDY OF NATURE. — STUDY OF 
WORDS. — MISCELLANEOUS lOTOWLEDGE. 

Mr DEAR Friend : — 

In this letter I purpose to speak of two or three 
other exercises which should receive occasional 
attention in school. 

Declamation. — In a large number of schools 
the speaking of pieces receives some attention, but 
only in a few does it occupy the time and care 
which its importance demands. If a half-day semi- 
monthly should be devoted to declamation, and the 
several performances slioidd be made subjects of 
faithful criticism, much good would result from the 
exercise. It is, however, of the utmost importance 
that whatever is done be well done. Improper 
positions, disagreeable tones, indistinct enunciation, 
or bad habits of any kind, should receive prompt 
attention, and bo corrected if possible. While, 
therefore, I would urge you to require exercises 
in declamation, I would earnestly advise that you 
guard against the practice, quite too common, of 



274 THE teacher's assistant. 

Declamation. 

allowing the repetition of words and sentences to 
be considered as satisfactory declamations. Lead 
your pupils to study their pieces with a particular 
view of ascertaining the writer's ideas, thoughts, 
and feelings, and then encourage them to give 
correct and forcible utterance to the same. A 
mere formal and monotonous style of speaking, 
performed simply as a required exercise, will be of 
but little service. Strive to awaken an interest in 
the subject, which will induce your pupils to en- 
gage in it with an earnestness which cannot fail of 
leading to right study and correct expression and 
delivery. 

Tlie plan, adopted, in some schools, of devoting 
every alternate Wednesday afternoon to exercises 
in declamation and composition, is a very good one, 
and if judiciously managed will do much to awaken 
a desirable amount of interest both on the part of 
pupils and their parents. Many of the latter will 
feci inclined to spend an hour or two in the school- 
room to listen to such exercises as I have alluded 
to, and an interest once awakened in this way will 
become expansive and permanent. The introduc- 
tion of such exercises may increase your labors, but 
the results will be highly gratifying in themselves, 
and their influence upon the daily studies of school 
will be favorable. On the afternoons devoted to 
tliese miscellaneous exercises the girls can take part 
in dialogues, in reading original essays, or in giving 
select readings. 



POLITICAL ECONOMY. 275 

Stiulv of Nature. 



Political Economy. — In a country like ours, all 
should have some knowledge of the constitution and 
of the laws. Much valuable and interesting infor- 
mation on these points may he given in the form of 
brief and familiar lectures, if it is found inconven- 
ient to make use of a regular text-book, — though 
the latter is preferable. It would certainly be well 
if our youth could all be made familiar with the 
matter contained in such a work as Shepard's 
Constitutional Text-Book, or some work covering 
the same ground. Such knowledge would tend 
to make them intelligent and independent citizens 
and voters. 

Study of Nature. — You may do much to awa- 
ken in your pupils a love for the study of Nature. 
How many "live and move" in the midst of the 
most beautiful and sublime works of Nature, — 
works full of instruction, — and yet see nothing, 
learn nothing. Let it be your aim to lead your pu- 
pils to move about witli oljserving eyes and listening 
ears, — eyes and ears trained to draw from Nature 
whatever is lovely and instructive. Our Heavenly 
Father has thrown before us the great book of Na- 
ture wide open, and so plain are its great lessons 
that he " who runs may read," and learn, if he will. 
Can you not learn and teach a lesson from the fol- 
lowing pretty lines, from the pen of S. G. Good- 
rich, so extensively and favorably known as Peter 
Parley ? 



276 THE teacher's assistant, 

A Metrical Lesson. 

A LESSON FOR TEACHERS. 

" I saw a child some four years old 
Along a meadow stray ; 
Alone she went, unchecked, untold, 
Her home not far away. 

''She gazed around on earth and sky, — 
Now paused, and now proceeded ; 
Hill, valley, wood, — she passed them hj 
Unmarked, perchance unheeded, 

" And now gay groups of roses bright 
In circling thickets bound her ; 
Yet on she went, with footsteps light. 
Still gazing all around her. 

" And now she paused, and now she stooped. 
And plucked a little flower, — 
A simple daisy 't was, that drooped 
Within a rosy bower. 

" The child did kiss the little gem, 
And to her bosom pressed it ; 
And there she placed the fragile stem. 
And with soft words caressed it. 

" I love to read a lesson true, 
From Nature's open book. 
And oft I learn a lesson new 
From childhood's careless look. 

" Children are simple — loving — true ; 
« 'T is Heaven that made them so ; 

And would you teach them, be so too. 
And stoop to what they know. 

" Begin with simple lessons, — things 
On which they love to look : 
Flowers, pebbles, insects, birds on wings, — 
These are God's Bpelling-book, 



STUDY OF NATURE, 277 

Rev. Thomas Hill quoted. 

" And children know His ABC, 
As bees where flowei-s are set : 
Wouldst thou a skilful teacher be ■? 
Learn, then, this alphabet. 

" From leaf to leaf, from page to page, 
Guide thou thy pupil's look, 
And when he says, with aspect sage, 
' Who made this wondrous book ? ' 

" Point thou with reverent gaze to Heaven, 
And kneel in eai'nest prayer, 
That lessons thou hast humbly given 
May lead thy pupil there." 



" In childhood the senses are open to the recep- 
tion of truth from the outward world. A child sees 
and hears a thousand things that escape the obser- 
vation of a man. Train him in the usual mode of 
education, and he soon loses the habit of attending 
to outward things, learns to tread upon the insect 
and to pass by the flowers, to let the birds sing un- 
noticed, and the pebble glitter untouched. But 
give him a true education, including in his studies, 
as a prominent part, the elements of chemistry, bot- 
any, and zoology, and his eye shall not become dim 
nor his ear dull of hearing ; in manhood his heart 
will be open to the sweet influence of the flowers, 
and to the grandeur of the starry heavens ; he Avill 
read the meaning of each singing-bird, and catch 
the true expression of the solemn tones of the thun- 
der. When the forest ocean surges under a July 
breeze, and the clouds sail majestically through the 
blue sky, they will fill his heart with emotions un- 

24 



278 THE teacher's assistant. 

The Influence of Flowers. 



known to one who despises these glorious works of 
the Most High as being mere matter."* 

In cultivating a love for the beautiful in Nature, 
you will, at the same time, be promoting true men- 
tal growth, and developing the better feelings of the 
heart. A boy who delights in hill and valley, wood- 
land and lake, — one whose heart is made joyous as 
he beholds the blossoming tree and opening flow- 
ers, will not be wholly reckless and wayward. By 
kindly influences he may be led " through Nature 
up to Nature's God," and his heart may be made to 
swell with gratitude towards that great and good 
Being, who rolled up the mountains and spread out 
the earth with all its beauty and loveliness. 

To one who has been brought to 

" Finrl tongues in trees, books in the running brooks, 
Sermons in stones, and good in everything," 

there will be a sincere delight in attending to the 
culture of flowers, which speak so unequivocally of 
the great goodness of Him who has made the 
flowers, — 

" To comfort man, to whisper hope. 
Whene'er his faith is dim ; 
For whoso careth for the flowers 
Will much more care for him." 

Whenever we see a house, with its neat flower- 
garden and well-trained vines and shrubbery, 
whether it be in the thriving village or away from 
the " busy haunts and noisy shops," up among the 

* Rev. Thomas Hill. 



- STUDY OF NATURE. 279 

A Love for Flowers. 

liills or mountains, we always feel that the m- 
dwellers have hearts that feel for others' woes. 
" God, who careth for the flowers," will not be un- 
mindful of those who appreciate the beauties, as well 
as the utilities, of his handiwork. What a bright, 
joyous, cheerful aspect would the earth wear, if all 
who dwell thereon would plant and cultivate a few 
flowers ? It would not only tend to strew man's 
pathway to the tomb with flowers, but also to 
shed a sweet fragrance around his daily walks 
and vocations. Then will not teachers do what 
they can to foster a flower-loving spirit ? If they 
will, they will be amply compensated by the reflex 
influence in promoting a genial disposition in the 
hearts of the little ones under their charge. When- 
ever we see a happy boy or girl gayly tripping along 
the school-ward path, with a bunch of flowers, 
whether culled from the garden or road-side, for 
the teacher's desk, we always feel that in the young- 
heart which prompted the gift the teacher will find 
a ready and cheerful obedience to his wishes. 

We hope the time is not distant, when every 
teacher will feel it not only a dut//, but Si privilege, 
to cultivate in the hearts of the youth a refined love 
for music, paintings, and flowers ; feeling assured 
that thereby much will be done to promote both 
tlie happiness and true usefulness of their pupils. 
And, when it shall be deemed an essential part of 
a school-yard to have a neatly arranged flower-plot, 
we shall find the love of school increasing, and a 
growing dislike for coarse and uncourteous acts on 



■280 THE teacher's ASSISTiS*TT. 

Study of Words. 

the part of the young. Whatever tends to adorn 
and beautify the place in which children spend 
much of their time, will leave a pleasing and last- 
ing impression upon their young and tender hearts. 
In the language of Keats : 

" A thing of beauty is a joy for ever ; 
Its loveliness increases ; it will never 
Pass into nothingness, but still will keep 
Full of sweet dreams, and health and quiet breathing : 
Therefore, on every morning let 's be wi'eathing 
A flowery band to bind us to the earth." 

And, as another says, " if rightly wreathed, the 
band will bind us to Heaven no less." 

Study of Woeds. — This may be made highly 
interesting and instructive, and if you can succeed 
in awakening a true spirit of investigation, you will 
at the same time open a way in which your pupils 
will employ much time that would be otherwise 
spent in idleness or in a useless manner. But few 
realize how much valuable information may be 
gained from an investigation into the origin of 
words and phrases. Sir James Mackintosh has well 
said, that, "in a language like ours, where so many 
words are derived from other languages, there are 
few modes of instruction more useful or more amus- 
ing than that of tracing out the etymology and 
primary meaning of the words we use. There are 
cases in which knowledge of more real value may 
be conveyed from the history of a word, than from 
the history of a campaign." Let me call your 



STUDY OF WORDS. 281 

Illustrations given. 



attention to a few cases that occur to me. I will 
first refer to two or three words still in use, ap- 
plied to objects quite different in their material or 
mechanism from the object to which the name was 
originally given. The article has been materially 
changed, though the name remains unchanged. Of 
this class are ink-horn, powder-Aorw, &c., so called 
from the fact that they were composed of horn. 

A part of a plough, now made of metal, is still 
called -mould-board, the name given when it was 
made of wood, or board. 

Our word " window," and the phrase " Open the 
window," will possess a new interest to pupils when 
told that formerly windows were constructed so that 
they opened as doors, — a mode now in use to some 
extent. They were ivind-doors, or doors for the 
admission of air. Hence it was quite appropriate to 
speak of -opening a window, or wind-door, — though 
it would seem more fitting now to speak of " raising 
a window." 

The word villain, or villein, as it was formerly 
spelt, simply meant a servant employed on a villa 
or farm. A boor was a farmer, and a neighbor was 
only a nigh boor. A coward was one who cowered 
in the presence of an enemy. 

Case-knife had its origin in the time when every 
man carried his own knife in a case. The name is 
still retained, though the case is not used. 

How often is the word ringleader used, and yet 
how few have the remotest idea of its origin, — and 
how significant it becomes when we trace it, and 

24* 



282 THE teacher's assistant. 

Further Examples. 

learn that it is derived from the practice, which 
men associating to oppose law have sometimes 
adopted, of signing their names to articles of agree- 
ment, in a " ring," so that no one could tell who 
signed first, — as such a one would be considered 
the most guilty. Though the practice is not in use 
with us, we still use the word as expressive of the 
leading person in any wrong-doing, always consider- 
ing the " ringleader " of a party as the most influ- 
ential, and, in cases of damage or wrong-doing, the 
most reprehensible. 

Our word candidate is derived from a Latin word 
signifying white, — those who were candidates for 
office in Rome being required to wear a white 
gown. If all candidates for office in our times 
should be required to dress in white, our streets 
would present quite a gala appearance. 

The word windfall is quite an expressive word 
with us. By the tenure of some of the estates in 
England, the felling of trees was prohibited, the 
timber being reserved for the royal navy. If any 
trees were prostrated by the wind, they became the 
property of the occupant of the grounds. Hence a 
tornado was quite a god-send or " windfall " to ten- 
ants of estates. With us the term is used to ex- 
press any pecuniary fortune received by any one. 

The word blackguard is said to have originated in 
the fact that a number of filthy, ragged, and rogu- 
ish boys attended the Horse Guards at parade in 
St. James's Park, to black the boots of the soldiers, 
etc. These, from their constant attendance about 



STUDY OF WORDS. 28J 

Blackguard. — Humbug. 

the time of Guard meeting, received the appellation 
of "blackguards," — a term now applied to a class 
of persons who are many degrees below a common 
boot-black. 

The word humbug, perhaps quite too common 
with us, is said to be a corruption of Hamburg. 
" During a period when war prevailed on the Conti- 
nent, so manj false reports and lying bulletins were 
fabricated at Hamburg, that at length, when any 
one wished to signify his disbelief of a statement, 
he would say, ' You had that from Hamburg,' or, 
* That is Hamburg,' and, finally, ' That is a hum- 
bug-.' " 

The expression " under the rose " had its origin 
from the fact that confessionals, or the ceilings of 
the rooms, were ornamented with representations 
of the rose. 

The word quarantine is often used by those who 
comprehend neither its origin nor signification. It 
is derived from the Italian word quarantina, mean- 
ing forty. It was customary among the Yenetians, 
by whom the practice was originated, to confine 
vessels at quarantine forty days, it being generally 
believed that, if contagion did not spread within 
that time, there need be no apprehension there- 
after. The time for the detention with us varies 
with circumstances. 

The expression " robbing Peter to pay Paul," 
has been explained as folloAvs : " In the time of Ed- 
ward YI., much of the lands of St. Peter, at West- 
minster, were seized by his Majesty's ministers and 
courtiers ; but, to reconcile the people to the rob- 



284 



THE TEACHER S ASSISTANT. 



Husband. — Wife. 



bery, they allowed a portion of the income to be 
appropriated to the repairs of St. Paul's Church. 

" The origin of the phrase, ' Mind your jo's and 
^'s,' is said to have been a call of attention, in the 
old English alehouses, to the pints and quarts being 
scored down to the unconscious or reckless beer- 
bibber." 

"Some words," says Trench, in his excellent 
work on the Study of Words, " having reference to 
the family and the relations of family life, are not 
less full of teaching. For example, ' husband ' is 
properly ' house-band,' the band and bond of the 
house, who shall bind and hold it together. Thus 
old Tusser, in his Points of Husbandry : — 

* The name of the husband what is it to say 1 
Of wife and of household the hand and the stay.' 

So that the very name may put him in mind of his 
authority, and of that which he ought to be to all 
the members of the house. And the name ' wife ' 
has its lessons too, although not so deep a one as 
the equivalent words in some other tongues. It 
belongs to the same family of words as ' weave,' 
'woof,' 'web,' and the German 'weben.' It is a 
title given to her who is engaged at the web and 
woof, these having been the most ordinary branches 
of female industry, of wifely employment, when the 
language was forming. So that in the word itself 
is Wrapped up a hint of earnest in-door, stay-at-home 
occupations, as being the fittest for her who bears 
this name." Again, the autlior just quoted says : 
" You will often be able to glean knowledge from 



STUDY OF WORDS. 285 

Information from Words. 

the names of things, that will prove both curious 
and interesting. What a record of invention is pre- 
sented in the names, which so many articles bear, 
of the place from which they first Came, or the per- 
son by whom they were first invented. The bayo- 
net tells us that it was first made at Bayonne ; cam- 
brics, tliat tliey came from Cambray ; damasks, from 
Damascus ; arras, from the city of the same name ; 
cordivain, or cordovan, from Cordova ; currants, 
from Corinth ; the guinea, that it was originally 
coined of gold brought from the African coast so 
called ; camlet, that it is woven, at least in part, of 
camel's hair. Such has been the manufacturing 
progress of England* that we now send our calicoes 
and muslins to India and the East ; yet the words 
give standing witness that we once imported them 
thence ; for calico is from Calicut, and muslin from 
Moussul, a city in Asiatic Turkey." 

We shall find some words used by ancient writ- 
ers, but not now in use, which were quite as ex- 
pressive as those substituted for them. Among 
these are deathsman for executioner; scatterling 
for vagabond or spendthrift ; moonling for lunatic, 
&c. In teaching geography, how much interest 
you may impart to the lesson by explaining the 
meaning or origin of certain words or names. For 
example, if " Alabama " occurs, say that it was an 
Indian word, signifying " here we rest." It is said 
that a peaceful tribe of the aborigines, being driven 
from their home, wandered about until tliey came 

* The author resides in London. 



286 THE teacher's assistant. 

Examples continued. 

to the banks of a river, where they stopped, ex- 
clahniiig, " Al-a-ba-ma ! " or, " Here we rest." 

Azores comes from a word meaning hawk, and is 
applied to a group of islands on which this bird 
abounded. 

Cape is from the Latin caput, meaning the head. 
A cape is the head of the land. 

The name " Lena," signifying sluggard, is given 
to a certain river in Asia which is very sluggish 
in its flow. 

Holland is from " hollow land," a large portion 
of the country being so low as to render it neces- 
sary to construct embankments, or dikes, to prevent 
the inflowing of the sea. 

Ladrones comes from a word meaning thieves. 
So named by Magellan, on account of the thievish 
propensities of the inhabitants. 

Patagonia, from the Spanish patagon, meaning 
large feet. Magellan so called the country from 
the fact that the natives seemed to have feet of 
extraordinary size. 

Porto Rico means " rich harbor." 

Schuylkill, from the Dutch, meaning " hidden 
creek." The first explorers of the Delaware passed 
the mouth of the Schuylkill without observing it. 

Winnipiseogee, the name of a beautiful lake 
among the highlands of New Hampshire, is said to 
have come from an Indian word signifying " the 
smile of the Great Spirit." 

But these cases will suffice to give you an idea 
of the interest that may be awakened in the study 
of words. As helps in this particular, I would refer 



MISCELLANEOUS KNOWLEDGE. 287 

Books referred to. 

you to Trench on the Study of Words, and to 
Webster's or Worcester's unabridged Dictionary. 
From either of these works you may derive a vast 
amount of interesting and valuable information. 
If you will keep by you a small blank-])ook, in 
which you may record such words and phrases as 
come under your observation, you may, at the end 
of a year, have a collection that you will highly 
prize. If you can induce your pupils to adopt a 
similar plan, you will do much to awaken in them 
a spirit of observation and investigation. 

Miscellaneous Knowledge, — Improve every op- 
portunity for imparting general information, and 
awakening an interest in passing events. Almost 
every newspaper will furnish you some pertinent 
topics. If you meet with an account of any event 
or transaction of importance, make it the sul)ject 
of a few minutes' conversation, and explain what- 
ever may be necessary. If places are named, have 
them pointed out on the map, thus both fixing in 
the mind the event itself and the locality of the 
same. So far as possible, give a practical turn to 
all miscellaneous exercises. By exercising a little 
judgment and care, you may introduce all the exer- 
cises named in this letter without interfering with 
any of the regular and prescribed studies of the 
school ; and their introduction will add to the gen- 
eral interest and progress of the school in other 
matters. 

Your sincere friend, 

C. 



LETTER XX. 

PRIMAKY SCHOOLS. 

My dear Friend: — 

I IMAGINE you may express some surprise at the 
subject of this letter. Perhaps you will exclaim, 
" What have I to do with primary schools ? " If so, 
I will say, that I hope you may, at some time, be- 
come qualified to take charge of one, though I con- 
fess that I have doubts on this point. We may 
differ somewhat in our estimates of these schools. 
In my opinion, they have never been properly ap- 
preciated nor suitably cared for. Lying as they do 
at the very foundation of a system of education, 
they are too often regarded as unimportant, though 
unavoidable, appendages to our common-school sys- 
tem. Teachers of moderate attainments and with- 
out experience are often employed in them, merely 
because their services can be secured at a lower 
rate of compensation. But, in reality, these schools 
are of the first consideration, and they should receive 
the services and influence of the best of teachers. 
As it is in them that the young receive their earli- 
est school impressions, it must be readily seen that 



PRIMARY SCHOOLS. 289 

Early Influences. 

it would be no easy matter to over-estimate their 
true importance. The influence of wrong disci- 
pUne, erroneous teaching, or improper example, in 
these schools, will be felt unfavorably in all our 
higher schools and seminaries of learning. While 
I hardly dare hope that you will ever become a 
model teacher of a primary school, I do hope the 
few lines I may write on this subject will tend to 
form in your mind a just estimate of the influence 
of such a school in our educational system. 

We well know that the instructions and influ- 
ences to which we were exposed in early childhood 
were those which most strongly and indelibly im- 
pressed themselves upon our minds and characters. 
How many lessons which we then learned, how 
many sights which we then saw, how many impres- 
sions which we then received, seem closely inwoven 
into our very natures, and to be fresh and forceful 
in our memories, while many of the lessons and 
scenes and incidents of a later period are either 
wholly forgotten, or but dimly and imperfectly re- 
membered ! How many there are who pass through 
life constantly suffering from the influences of the 
exaggerated or fictitious stories and representations 
to which they listened in childhood's tender years, 
— influences which maturer years and riper judg- 
ment cannot entirely eradicate, though they may 
bring a sort of conviction of their falsity ! How 
many superstitious notions and absurd ideas have 
been so thoroughly inwrought into our early being, 
that no after-training or culture could remove them ! 

95 



290 THE teacher's assistant. 

Importance of Early Training. 

How many foolish prejudices and senseless antipa- 
thies the young have received from persons with 
whom they have associated, or from the circum- 
stances by which they were surrounded ! How 
many, during the first few years of their existence, 
have formed and fostered those uncharitable feelings, 
and those distorted and unseemly habits, which 
have tended to darken and embitter the whole cur- 
rent of subsequent life ! 

In view of considerations like these, how essential 
is it that special care and attention be devoted to 
the early training of the young ! The lessons and 
teachings, the scenes and the habits, which exert 
their influences during the first six or eight years of 
existence, make more lasting impressions than those 
of any score of years of after life. The little songs 
and hymns, the maxims and the verses, which lisi> 
ing children learn by slowly repeating as their 
mothers dictate, find so secure a lodgment in the 
mind, that no future lessons can wholly supplant 
them. A distinguished statesman once said, " Let 
me make the songs for the youth, and I care not 
who make the laws." With far more of truth one 
might say, " Let me have the control of the young 
during the first four years of their school life, and I 
care not who has their subsequent management." 

But notwithstanding the immense importance of 
early training, how sadly and how extensively is it 
neglected or perverted ! In how many instances 
are children not only not taught to go in the way 
they ought, but are left to go in their own way, or, 



PRIMARY SCHOOLS. 291 

Early Teachings should be correct. 

what is worse, left exposed to such examples and 
impressions as will most surely lead them in the 
way in which they ought not to go ! How many of 
those untoward manifestations which are so often 
made in the community, and of those feelings of 
insubordination and disorganization which so fre- 
quently and so greatly shock good citizens, owe 
their origin to the neglected or perverted opportu- 
nities and privileges of early youth ! 

If such are ever the tendencies or results of in- 
judicious or wrong early training, or of neglect, it 
must seem obvious that primary schools should 
assume a high position in the public estimation. 
In them the young receive their first and most en- 
during school impressions. In them they form 
habits and views which will " grow with their 
growth, and streng-then with their strength." Most 
truthfully and expressively has the poet said, — 

" The mind, impressible and soft, with ease 
Imbibes and copies what she hears and sees. 
And through life's labyrinth holds fast the clew 
That first instruction gives her, false or true." 

How desirable, then, that these early lessons and 
influences should be of the right kind, and imparted 
in the right way ! The mind of a child may be 
easily turned from a correct course by ill-jtidged 
and unwise plans, or by the chilling effects of neg- 
lect, on the part of those under whose care they pass 
their early years, — and some trivial circimistance, 
or some apparently insignificant cause, bearing 



292 THE teacher's assistant. 

Parental Indifference. 

upon the youthful mind, may give a change or 
tinge to the whole future life. 

It would seem that parents acted less wisely in 
relation to this subject than in any other concern. 
The judicious and skilful husbandman does not 
neglect his young trees and leave them to assume 
uncomely shapes, or to be dwarfed and choked by 
rank weeds or from want of proper culture, witli 
the idea that they are soon to be removed to a dif- 
ferent situation. He will rather watch them with 
special interest, and train them with extra care, that 
they may prove specimens worthy of transplantation. 
Knowing full well that 

" As the twig is bent the tree 's inclined," 

he will labor most assiduously to see that every 
vine and treelet assumes and retains tlie right 
" bent " ; and, if he has occasion to employ any one 
to assist him in their culture and training, he will 
wisely select some one of known skill and judg- 
ment. , 

The farmer who has a colt to be trained, does not 
manifest indifference as to whom the task shall be 
committed ; nor does he hazard injury and loss by 
intrusting the work to incompetent hands, with a 
view to saving a few dollars and cents ; for he well 
knows that much of the animal's value and use- 
fulness will consist in the manner in which he is 
"broken" to work and travel; — and yet how 
passing strange is it tliat parents are often less wise 
and less interested in relation to the moulding and 



PRIMARY SCHOOLS. 293 

An Incident in Germany. 

training of the immortal minds of their offspring, 
and that, for a trifling pecuniary saving, they will 
risk the happiness and usefulness of those whom 
God has intrusted to their charge ! 

Those employed to teach in our primary schools 
should not only be well qualified in a literary point 
of view, but they should abound in every lovely and 
desirable trait of character. Decided, kind, affec- 
tionate, pleasant, and active, all their movements, 
actions, and expressions should be such as may be 
safely and profitably imitated. The teacher of a 
primary school should be a pattern of every good, — 
a model worthy of the closest imitation. George B. 
Emerson, Esq., a distinguished educator, in speak- 
ing of a recent visit to schools in Germany, thus 
strongly and beautifully testifies to the importance 
of elementary schools, and at the same time gives 
some valuable hints on teaching the alphabet. 

" The most strilcing and beautiful lesson I heard 
in Germany was in Dresden, conducted by a man 
of very high q^ualifications. It was a lesson in teach- 
ing the alphabet. Young ladies and young gentle- 
men are very apt to think, ' What a drudgery this 
is ! Only think, that, with my qualifications, I 
should be content to teach the beggarly elements ! 
What a position ! 0, that I could be in a ^sphere 
fitter for my capacities ! ' That is a great and fun- 
damental mistake which leads any teacher to utter 
such words. Tliere is no lesson ever taugltt hi any 
school so important as the alphabet. Teaching our 
crabbed English language is the hardest thing in 

25* 



294 THE teacher's assistant. 

Teaching the Alphabet. 

the world. Our language is the hardest one to read, 
from the fact that there is not the most remote con- 
nection between the words used and the sounds ex- 
pected. There cannot be a higher office than that 
of giving the very elements of instruction. 

" What was very striking, in connection with the 
school at Dresden, was, that the teacher had a class 
of about forty boys, all nearly of the same age, and 
none of them less than seven years old, coming for 
the first time to learn the alphal^et. Those sensible 
people, who wish to make as much as possible of 
their scholars, do not allow their children to be 
taught the alphabet before they are seven years old. 
The admirable teacher of these boys began by draw- 
ing a fish, and asking the boys to tell what it was. 
Some said it was a fish, some that it was a picture 
of a fish ; but some that it had no color, and there- 
fore was not a picture., but something the teacher 
drew. So they arrived, after a series of questions, 
at the conckision that it was a dravnng of a fish ; 
not a picture, because that would have color ; and 
not a fish, because that would have life. Then all 
the class were called on to say, together, ' That is a 
drawing of a fish.' As that would form a good sen- 
tence, they were required to repeat it till they could 
utter it as well as possible, giving every articulate 
sound clearly. Then he would ask each one to read 
the sentence. Then, from a set of large blocks, he 
selected the letters to spell tlie word fsh, and, hav- 
ing shown them to the class, he asked them to 
select the letters to spell it, then to go to their seats 



PRIMARY SCHOOLS. 295 

A Valuable Suggestion. 

and draw the letters on their slates. Some would 
succeed well, and some would fail entirely ; but to 
those that failed there was no reproof, though to 
those that succeeded words of encouragement were 
given. 

" In about ten minutes he called on the boys 
again, and inquired, ' What is a fish ? ' and put sev- 
eral questions to lead them to think about a fish, 
and would converse vdth them about the facts in its 
natural history ; and at each conclusion he would 
make them express their conclusion as well as their 
organs could utter it. That was the striking thing, 
— the lesson in making sentences, in speaking good 
German, and in pronouncing correctly. 

The first thing to be noticed here is the fact that 
■:a gentleman of the highest intelligence, possessed 
of all knowledge, a beautiful knowledge of natural 
history, did not think himself degraded in the least 
degree by teaching the alphabet. Another thing to 
be noticed was, that those things which, in the old- 
fashioned schools, were considered unsuitable, they 
were encouraged to do, — that is, to make pictures. 
Another thing that was very noticeable, was the 
thoroughness with which the languages were taught 
in the gymnasia. The master would have forty 
boys of just the same age and the same attainments. 
The little which the teacher attempted to teach at 
one time was a striking feature of the instruction. 
A single short sentence of three words was given ; 
li)ut in regard to them he led them to observe every- 
thing, and reviewed everything they had become 



296 THE teacher's assistant. 

Rev. Dr. Lothrop. 

familiar with, and they were kept familiar with it 
by continual repetition. After they had learned a 
single sentence, they were to use that in making 
other sentences. The degree of thoroughness with 
which this instruction was given almost transcends 
belief" 

I trust the extract just given, together with what 
I may add, will tend to elevate, in your mind, the 
primary school, and though you may never become 
a teacher of such a school, it is very desirable that 
you should possess right views and a proper esti- 
mate of its true importance in the great system of 
popular education. If you clearly understand the 
subject, you may do much for the dissemination of 
correct sentiments. 

The B,ev. Doctor Lothrop, a member of the School 
Committee of tlie city of Boston, thus speaks of 
primary schools : — 

" As parts of a great system of public instruction, 
it is scarcely possible to attach too much importance 
to the primary schools. They are the base of the 
pyramid, and in proportion as the base is enlarged 
and its foundations streng-thened, the superstruc- 
ture can be reared with ease and rapidity, in grace- 
ful proportions, and to a towering height. Under 
the improvements which are now in operation, and 
others that will be introduced, it is hoped that the 
children in the pr^ary schools will be rescued from 
that waste of time and misdirection of powers hith- 
erto unavoidable, and so instructed and carried 
forward, as that every child, on attaining the requi- 



PRIMARY SCHOOLS. 297 

The School-House. 

site age, shall be competent and qualified, not only 
to enter the grammar schools, but to improve the 
privileges and advantages there offered. And in 
proportion as the children entering the grammar 
schools c'ome thoroughly qualified and prepared, 
these schools themselves will be improved, and 
a large number of pupils pass through them at 
an age sufficiently early to allow them to enjoy the 
benefit of the high schools, before the time arrives 
at which they wish to leave school for some active 
employment. Thus, by improving the primary, we 
improve the grammar, extend the advantages of the 
high schools, and make our whole system of public 
instruction, of popular education, what it ought to 
be, progressive and not stationari/.^^ 

As you may, at some time, aspire to teach one of 
these elementary schools, let me, in brief, give you 
a few hints bearing upon them. 

The School- House. — When it is remembered 
that children are educated and influenced by what 
they see, as well as by what they hear, it would 
seem very important to have the surroundings of 
childhood's days pleasant and attractive. Espe- 
cially should this be true of the school-house, in 
which the little ones receive their earliest school 
impressions. Tlie^Spot itself should be one of Na- 
ture's choicest, — one which will be inviting to the 
eye. The school-room should be constructed with 
particular reference to the comfort and convenience 
of the children. The walls should be covered with 



298 THE teacher's assistant. 

Hours of Confinement. 

maps, paintings, mottoes, and drawings ; and if a 
case could be provided for the reception of such 
objects of interest as the children, or others, may- 
bring to the school-room, it will prove an addi- 
tional attraction, and become truly valuable in con- 
nection with those pleasant Object Lessons which 
should occupy so prominent a part of instruction 
in primary schools. A pleasant school-house and 
yard will have a very happy influence on the early 
school days of children. 

The Hours of Confinement. — In most of our 
schools the younger pupils are confined quite too 
many hours in the day. It is no great pleasure for 
little four-years-old boys or girls to go to school and 
sit still, on hard seats, some six hours daily, — and 
it is extremely unreasonable to require them to do 
so. For all under the age of seven or eight years, 
two or three hours daily of school confinement 
will prove sufficient. Let the remainder of the 
time, usually allotted to school exercises, or rather 
to motionless position, be spent upon the play- 
ground, and let the teacher watch them there, that 
she may teach them how to play. How many val- 
mil)le lessons might be given on the play-ground, 
1)}' judicious efforts in cultivating those kindly and 
friendly feelings which ought to prevail in all com- 
munities, — lessons in patience, self-denial, forgive- 
ness, sympathy, generosity, &c. 

The Exercises of the Primary School. — These 



PRIMARY SCHOOLS. 299 

Rules and Maxims for Teachers. 

should be made brief and interesting. The black- 
board and slate, and simple pieces of apparatus, 
should be in frequent use. But it will not be 
necessary that I give any detailed list of suitable 
exercises. An excellent " Manual for Primary 
Schools" is soon to be presented to the public, — 
prepared by one* who has taken a deep and judi- 
cious interest in these schools. From an examina- 
tion of the plan and some of the contents of the 
book, in manuscript, we are persuaded it will be a 
work of inestimable value to teachers and schools. 
This work, and Hooker's " Child's Book of Com- 
mon Objects," will be so fruitful of hints and in- 
formation, that I can do no better than refer you 
to them. 

I will close this letter by giving a few plain and 
simple hints, in the form of rules for teachers and 
pupils. 

RULES AND MAXIMS FOR THE TEACHER. 

1. Endeavor to set a good example in all things. 

2. Never overlook a fault or let it go unnoticed ; 
but always forgive when you find true sorrow for an 
error. 

3. If possible, get at the trvith of every charge, 
and decide neither in word nor deed imtil the case 
is clear. Hasty words and acts often cause teach- 
ers sorrow. 

* John D. Philbrick, Superintendent of Schools in the city of 
Boston. 



300 ■• THE teacher's assistant. 

Eules for the Children. 

4. Never punish when anger influences you or 
the offender. 

6. Prepare yourself for every lesson, and encour- 
age your pupils to ask questions; and if they ask 
some that you are not able to answer, frankly ac- 
knowledge your inability. 

6. Take special pains with the dull and backward 
children. It is the highest merit to be able to inter- 
est and teach the dull. 

7. Remember that you are laying ihe foundations 
of knowledge, and therefore aim at thoroughness. 
Not how much^ but how well. 

8. Encourage cleanliness of person ; neatness of 
desk, books, floor, &c. 

9. If possible, secure good ventilation. Raise the 
windows during recess and at noon. 

10. Improve every opportunity for imparting 
moral instruction, and making moral impressions. 

11. Daily add to your own stock of knowledge, 
never forgetting that knowledge is power. 

12. Let all your intercourse and dealings with 
your pupils -be characterized by a spirit of love for 
theiif, and a desire to do them good. 

13. Be yourself taught of Him who took little 
children in his arms and blessed them. 

RULES AND MAXIMS FOR THE CHILDREN. 

These may be repeated daily, by the pupils, in 
concert. 

1. We must be gentle and kind to each other. 



PRIMARY SCHOOLS. 301 

Rules and Maxims. 

2. We must love and obey our teachers. 
, 3. "We must always act and speak the truth. 

4. We must never speak evil of others. 

5. We must be honest in all things. 

6. We must attend to our lessons and to the 
words of our teacher. 

7. We must use no bad words. 

8. We must be neat, and keep our books and 
desks clean and free from marks. 

9. We must never be absent, unless we are sick. 

10. We must never be tardy. 

11. We must be kind to all. 

12. We must always speak pleasantly. 

13. We must not get angry. 

14. We must love and obey God. 

15. We must at all times Do Right. 

These maxims and rules will be suggestive to you 
and to your pupils. It will be well, occasionally, 
to make one a subject for familiar remarks, — and 
particularly after your attention, or that of the 
school, has been called to its violation. 

Your sincere friend. 



2G 



LETTER XXI. 



HABITS. 



My dear Friend : — 

Thus far I have written principally in relation to 
the daily studies of the school, and to its discipline 
and general management. These of course are all 
important, but they by no means cover the whole 
ground of your labors. You have something more 
to do, and, consciously or unconsciously, you are 
daily imparting other lessons, which will prove a 
benefit or an injury to those under your charge. 
Influences of some kind you must and will daily 
impart. See to it that they are of the right kind. 
Do not for a moment imagine that your pupils 
have received all that is due from you when you 
have heard them " say their lessons." By word 
and example you must give to them many a lesson 
not given in their text-books. Your constant effort 
must be, not only to make them proficients in their 
book-lessons, but also to do what you can to pro- 
mote correct habits of thought, expression, and 
action. Your example and your expressed views 
must be the main agencies in this direction. Be 



HABITS. 303 

Train your Pupils for Life's Duties. 

sure that your example is a worthy one, and also 
that your views are correct in themselves, and 
clearly understood by your pupils. Consider that, 
when a few brief years shall have passed away, the 
boys and girls now under your training will be men 
and women, — acting their parts in the great drama 
of life. How those parts shall be acted depends, 
in a great degree, upon the instructions and impres- 
sions they receive from you, — their teacher. Con- 
stantly and earnestly, then, try so to train and 
influence them that they will become men and 
women in the highest and truest sense, — ever act- 
ing well their parts, and diffusing good to all around 
them. In an important sense teachers reproduce 
themselves in their pupils, — and what they are, 
their pupils will become. Aim, therefore, to teach 
them such lessons as they will most need when they 
become men, — such as will tend to make them 
good citizens, agreeable associates, faithful in the 
discharge of every duty that may devolve upon 
them. 

I wish more particularly, in this letter, to call 
your attention to a few points to which you should 
direct attention frequently, as tending to the forma- 
tion of habits which are alike essential to happiness 
and usefulness. In many cases your known and 
clearly expressed views in relation to these hal)its 
will be sufficient. Aim, then, not only to have 
your views so clearly understood that they will be 
felt, but also be sure to have them fully confirmed 
by examples of the clearest propriety. Precept 



304 THE teachIie's assistant. 

Eegularity. 

without example may accomplish somewhat; pre- 
cept followed by wrong example will often prove 
worse than powerless ; but precept and example, 
in harmonious action, will be powerful indeed. 
How often is the usefulness of one who is eminent 
for scholarly attainments greatly abridged by the 
indulgence of some unfortunate or unbecoming 
habit ! In view of this, let me urge you to incul- 
cate, by constant example and precept, attention to 
the following particulars : — 

1. Regularity. — It is too true that many pupils 
in our schools are very irregular in their attend- 
ance. Reasons wholly unimportant or quite frivo- 
lous draw them from the school-room, and cause 
them to regard their school duties as of secondary 
importance. Strive to impress upon their minds 
the importance of regularity in the performance of 
their duties. He only is successful as a merchant, 
mechanic, farmer, or professional man, who applies 
himself with regularity to the peculiar duties of his . 
calling : he, and he only, can become what he ought 
to be, as a scholar, who applies himself with undevi- 
ating regularity to the duties of the school. Habits 
of regularity formed here will be felt for good in all 
subsequent life, — while habits of indifference and 
irregularity' in relation to school duties wiH mani- 
fest themselves for evil in all the business relations 
of life. 

2. Punctuality. — The habit of punctuality is as 



HABITS. 305 

The Quaker's View. 



rare as it is important. In all the arrangements of 
life, inconvenience, and often loss, are experienced 
from a want of promptness or punctu.ality on the 
part of some. In how many of our churches are 
the exercises interrupted by the entrance of tardy 
ones ! How often are the operations of some com- 
mittee delayed by the dilatoriness of some member 
or members ! How much annoyance would be 
avoided in all business operations, if all were scru- 
pulously punctual ! A certain committee, consist- 
ing of ten members, were to meet at ten o'clock, and 
the business was such as to require the presence of 
all. Nine were promptly on the spot, but the tenth 
came a half-hour behind the time. As he entered 
the room, he gave a very indifferent apology for his 
tardiness, when an honest Quaker who was a mem- 
ber of the committee rebuked him in these words : 
" Friend, thee may have some right to waste thirty 
minutes of thine own time, but thee certainly has 
no right to waste two hundred and seventy minutes 
of the time of those on the committee with thee." 
Daily inculcate the importance of exact punctuality 
in relation to every duty and every engagement. 
If you can train your pupils to exactness in all 
their school duties and exercises, you will, at the 
same time, do much to establish a habit of punctu- 
ality. He that is punctual in regard to little things 
will be so in regard to matters of greater impor- 
tance. 

3. Neatness. — Habits of neatness and cleanli- 

26* 



806 THE teacher's assistant. 

Courtesy and Politeness. 

ness are so essential to our comfort and happiness, 
that no opportunity for urging attention to them 
should be allowed to pass unimproved. Do what 
you can, from time to time, to promote a regard for 
tidiness of personal appearance and apparel, and 
care and neatness in the use of books, arrange- 
ment of desk, etc. Not only inculcate the impor- 
tance of having a " place for everything and every- 
thing in its place," but also of having all things 
arranged with a due reference to neatness. Habits 
of neatness formed m youth will be permanent, but 
if a lad indulges in careless and slovenly habits 
during the first twelve or fifteen years of his life 
it will be almost impossible to eradicate the same. 
" Good or bad habits formed in youth generally 
accompany us through life." 

4. Courtesy and Politeness. — Many a man of 
high qualifications and rare talents has, in a good 
degree, been lost to the community on account of a 
lack of courteousness, or from some forbidding trait 
of character. True courtesy and politeness, man- 
ifested on all occasions and in an unassuming way, 
will give to him who exhibits them a most desirable 
influence and power. Let a regard to these be daily 
encouraged in your school. Make it one of your 
requirements that all questions shall be properly 
proposed, and all answers courteously given, — and 
also that the entire demeanor of your pupils, not 
only towards their teacher, but also towards each 
other, and all with whom they may have to do, shall 



HABITS. 307 

True Symmetry of Character. 

be in strict accordance with rules of propriety and 
courtesy. Attention to these particulars in the 
school-room will be promotive of good order and 
happiness there, and at the same time tend to estal> 
lish such habits as will be strong helps to success 
and usefulness in any department of business. If 
merchants could realize the difference between a 
truly courteous boy, and one who is the reverse, the 
former would always be preferred, and the latter 
left to seek employment of a different nature. The 
instances are not uncommon in which a customer 
is driven from a store by direct rudeness or lack 
of politeness on the part of some lad there em- 
ployed. 

Let me then urge you, not only to give attention 
to the cultivation of such habits as I have named, 
but also to encourage and promote, in every suitable 
way,, the formation of all habits that will tend to 
make good citizens and agreeable associates. Let 
your aim be, not only to teach the lessons of the 
book, but also to form true symmetry of character 
by duly developing every pleasing and* desirable 
trait, and by checking the growth of every habit 
which may tend to impair one's usefiftiess, or to 
detract from one's influences as a companion or 
friend. 

• Your sincere friend, 

C. 



LETTER XXII. 

SCHOOL EXAMINATIONS AND EXHIBITIONS. 

My dear Friend : — 

In this my last letter for the present, I will en- 
deavor to give you my views on two other points in 
relation to which you have expressed an hiterest 
and a desire to have advice. These are " School 
Examinations and Exhibitions." 

With many teachers and committees there seems 
to be a partial confounding of these two terms, so 
that an examination often degenerates into a mere 
exhibition ; but we believe an exhibition in no true 
sense ever becomes an examination. Considering 
that the •two are quite different in their character 
and results, and that each has its appropriate place 
and influence in the great work of education, I will 
briefly give you a few thoughts on each. 



I. Examinations. — Many teachers have a seri- 
ous dread of examinations. I think you have ex- 
perienced^something of this ; and yet, if you will 
calmly view the subject, you will find that the ear- 
nest and faithful teacher need have no undue anx- 



EXAMINATIONS. 309 



Anecdote. 



iety or trouble on this subject. The true object of 
an examination is to ascertain the nature and ex- 
tent of mental discipline that pupils have gained. 
It is not simply and solely to ask them certain ques- 
tions to be found in the books they have studied, 
but to test, in every proper manner, their under- 
standing of the various principles, facts, and 
thoughts that should have been developed by the 
studies to which attention has been given during 
the term. 

How, then, ought examinations to be condiicted ? 
It has frequently been the case, at public examina- 
tions, that teachers have asked all the questions ; 
and, I am sorry to add, some teachers have done 
the prcTfession injustice, by making special and indi- 
vidual assignment of questions and topics, and drill- 
ing their pupils on them preparatory to the day of 
examination. Says an experienced teacher, " We 
recollect an amusing anecdote of a class in geogra- 
phy, which the teacher had drilled in his set ques- 
tions, till they could answer every one before it was 
asked; and he felt confident they would do them- 
selves and him great credit. Indeed, his main reli- 
ance was on this class, and when he commenced their 
examination, it was with a very confident and tri- 
umphant air. As the questions passed along down 
the class, and were answered with the rapidity of 
thought, the village minister and the doctor and 
parents began to open their eyes with astonishment 
at the remarkable proficiency which the boys had 
made. The teacher was so elated at the result, that 



310 THE teacher's ASSISTANT. 

The Lad who hved in Guinea. 

he did not observe that one of the boys, whose place 
was at the foot of the class, was absent ; and as 
he passed • to the head again, the question was 
this : ' In what country do you live ? ' ' Guinea ! ' 
shouted the boy. ' What country ? ' repeated the 
teacher, wishing to give the pupil time to recollect 
himself. ' Guinea ! ' was again the thundering re- 
sponse ; and the lad looked as though he was not to 
be frowned out of it either. ' You mean, no doubt, 
that you live in the United States of America,' 
quietly suggested the teacher. ' No, sir ; the boy 
that lives in the United States of America is at 
home. He was sick to-day, and could n't come.' " 
On another occasion, some small boys were under- 
going examination in geography. They coufd read-" 
ily point out, on the outline map, and give the 
names, of all the grand divisions, etc. A gentleman 
present, wishing to test the knowledge of the little 
fellows, said: "Boys, let me ask you a question. 
What is Asia ? " Here was no response. " Is it 
land or water, or what is it ? " The boys continued 
silent. They were not used to such questions as 
that. They could point out Asia on any map, — 
they knew it by its shape, — but they seemed to 
have no more idea of it than though it were an 
arbitrary character, like A or B. 

Some contend that the teacher should ask all the 
questions ; others, that the teacher should be silent, 
and the examining committee propound the ques- 
tions. We believe that neither of these is the true 
course, but that both parties should participate in 



J 



EXAMINATIONS. 311 



The True Mode. 



the exercises. We will suppose a class is called iii 
arithmetic. The teacher says to the examiners : 
" This class has progressed as far as Proportion. 
Some of the members, I think, understand all they 
have passed over ; others, who have been irregular 
in their attendance, or less studious than they ought 
to have been, may not be so perfect. In our daily 
recitations some uniformly do well, while others 
frequently fail. In questioning them to-day, unless 
they appear better than they usually do, you will 
find the same diversity." With remarks of this 
kind the examination may be introduced, and then 
questions may be asked by both teacher and com- 
mittee. It need not annoy the teacher if some 
questions fail to receive correct answers. This is 
to be expected. Neither teachers, committees, nor 
pupils should expect to have the exercises of ex- 
amination-day faultless. The true wish and aim 
should be to exhibit the correct standing of the 
scholars, — to ascertain what they do not under- 
stand, as well as what they do. 

With classes sufficiently advanced, it will be an 
excellent plan to have a quarterly examination, in 
which answers to the several questions shall be 
written by the pupils. This course has many ad- 
vantages, which will be obvious to any one. In 
conducting an oral examination, I would recom- 
mend that some subjects or topics should be select- 
ed, and that pertinent questions be asked, without 
any reference to the phraseology of the questions 
in the text-book. In other words, let it be the aim 



312 THE teacher's assistant. 



Exhibitions. 



of both teachers and committees to ascertain whether 
the scholar has ideas, or merely words. 

II. Exhibitions. — The object of an exhibition is 
somewhat different from that of an examination ; 
or, rather, the object is twofold : first, to interest 
and tram the pupils in certain drill-exercises, in 
themselves important ; and, secondly, to interest 
parents and friends, by exhibiting evidence of skill 
and correct instruction in certain departments. 
Such exercises may indicate what can be done, 
with special effort, in a particular direction ; they 
will be beneficial to the pupils, if rightly conducted, 
and at the same time afford an opportunity for en- 
listing the interest of parents and citizens. Rightly 
managed, examinations and exhibitions are produc- 
tive of much good ; but, too often, the good effects of 
both are lost by the improper manner in which they 
are conducted. In the exercises of an exhibition, 
consisting usually of declamation and composition, 
special care should be taken to avoid such as are in 
the slightest degree of an immoral tendency. It is 
believed that many schools would be greatly benefit- 
ed by giving a public and well-arranged exhibition 
once a year, only let it be distinctly understood that 
it is an exhibition, and not an examination ; that it 
does not indicate the proficiency of the scholars in 
their usual studies, but is rather designed to show 
what they can do, with special effort and training, in 
particular departments. With this understanding, 
we may welcome school exhibitions as an important 



KXIIIBITIONS. 313 



Avoid Haste. 



means of awakening parental interest, and inciting 
an ambition in the pupils well to perform their 
parts. I have sometimes thought that examina- 
tions, as they have been conducted, tended to en- 
courage haste rather than thoroughness. If pupils 
have been al)le to answer a few questions from dif- 
ferent portions of the book, it has been deemed 
sufficient ; and yet they might have done this with- 
out having been thoroughly instructed in a single 
rule. On such occasions, too much importance is 
attached to the amount passed over, and too little 
to the manner in which it has been done. 

I would again urge you to guard against undue 
haste in school progress. The whole tendency of 
our times is in this direction. "We live in an age of 
haste. There is haste in travelling, haste in busi- 
ness, haste in learning, haste in eating, haste in all 
things.. But, nevertheless, it is true that great 
waste and loss often attend great haste. A train 
of cars is thrown from the track ; lives are lost ; 
limbs are broken ; property is destroyed. All was 
tlie result of an unpardonable attempt to gain two 
}ninutes of time. Alas ! how many, in rash efforts 
to gain a few moments of time, have been, as it 
were, thrust into eternity ! 

A few years ago, a noble steamer, with upwards 
of four hundred human beings, and a rich cargo of 
merchandise, left Liverpool for New York. The 
joyous company were borne rapidly onward, and 
were fast approximating tlie port for which they had 
sailed. A dense fog hung over the " face of the 



314 THE teacher's assistant. 

The Steamer. 

mighty deep," rendering navigation perilous ; but 
all were " homeward bound," and " haste " was the 
watchword. The noble ship was urged onward, 
and, as it were participating in the general feeling, 
she almost leaped from billow to billow. All were 
joyous and delighted at the progress that was mak- 
ing, and the gallant commander was often congratu- 
lated upon the speed of his ship and the prospect of 
a quick passage, when, almost within sight of the 
longed-for haven, a sudden crash was heard, which 
sent a thrill and a chill through every heart ; and 
in less than four hours that proud steamer, with her 
rich cargo and more than three hundred human 
beings, was in the caverns of the deep. The tele- 
graphic wires immediately communicated the sad 
intelligence to all parts of our country, sending 
keen distress and bitter anguish and crushing disap- 
pointment to many a bereaved heart. It was called 
a " sad accident " ; but it was in reality the conse- 
quence of unwarrantable haste, an undue desire to 
gain a few hours of time, or to be reported under 
the heading, )^^ The S'Hortest Passage on Rec- 
ord ! Yet the entire blame was not chargeable to 
the commander, but in part certainly to that state 
of the public mind which would not be satisfied 
with anything short of extra speed. And this same 
spirit and tendency prevail in relation to the educa- 
tion of youth, — an impatient, unreasonable haste. 
Children are too early pressed into school, unduly 
urged onward, and prematurely taken from the 
school and pressed into life's service, with minds 



I 



EXHIBITIONS. 315 



Nature's Teachings. 



but imperfectly disciplined, with intellects but par- 
tially cultivated. And yet the fault is not wholly 
in the teachers, but quite as much in the parents, 
who influence and control the teachers. As, then, 
you engage in the great work of instruction, do 
what you can to disseminate true and wise views, 
and secure right action ; ever discountenancing 
undue haste ; ever regarding Nature's teachings ; — 
" First the blade, then the ear ; after that, the full 
corn in the ear.''^ 

But it is quite time that I bring this letter to a 
close. I might urge upon your consideration the 
importance of regarding the laws of physical exist- 
ence, so that the " house you live in " may be kept 
in a sound and usable condition. I might dwell 
upon the importance of regularity and system in 
all your habits and arrangements, and caution you 
against the too common tendency of overtasking the 
powers of endurance by giving extraordinary hours 
either to labor or amusement. I hope, however, 
that your own good judgment will lead you to con- 
sider the whole subject, and to act according to the 
dictates of true wisdom. 

If aught I have written in these letters shall 
throw any light about your path as a teacher of 
youth, or shall encourage or stimulate you to 
greater effort in your noble calling, I shall not 
regret that I have written. Let me say, in con- 
cluding, what I have already, directly or indirectly, 
said in previous letters, that if you would look for 



316 THE teacher's assistant. 

Closing Remarks. 

true success as an instructor, you must engage in 
your labors with a strong desire to do good. Diffi- 
culties and perplexities you will often meet with ; 
but if you love your work, and engage in its per- 
formance with the right motives, you will surmount 
all obstacles, and prove an ornament to your profes- 
sion. Do not forget that the chief fruits of your 
labors will be in the future, and that they may ma- 
ture unseen by you, ever perpetuating and extend- 
ing themselves. While, therefore, your duty is to 
labor in " the living present," strive earnestly and 
prayerfully to have the results of your efforts such 
as will prove a blessing to the future. With an 
abiding sense of your dependence upon Infinite 
Wisdom for support and direction, go forth cheer- 
fully to your daily labors, and strive so to act your 
part, that when, with you, time shall be no more, 
you may receive from the Great Teacher the soul- 
cheering plaudit, " Well done." 

Your sincere friend. 

C. 



APPENDIX 



27* 



NOTE. 

The Author has, from time to time, received letters asking 
information on points embraced in the following pages. The 
various rules, regulations, etc., which £ire given, are not pre- 
sented as models adapted to the peculiar wants and circum- 
stances of every teacher ; but it is believed that they embody 
the substance of what will be wanted, and each teacher must 
change or modify according to the condition or wants of his 
own school. They will, it is hoped, prove valuable as sugges- 
tive aids. Many of them are such as have proved satisfactory 
■with teachers of competent judgment and ability. 



APPENDIX A. 



MANUAL OF SCHOOL DUTIES. 

The following excellent hints and rules were prepared 
by A. Parish, Esq., one of the most accomplished and suc- 
cessful teachers in New England. Mr. Parish is Princi- 
pal of the Springfield (Mass.) High School, — a position 
he has occupied for many years. The Manual of School 
Duties, which we here give, has been well tried by its 
author, and others, and with uniformly good results. It 
will be well for the teacher to read these rules monthly, 
and accompany the same with such remarks as may be 
deemed pertinent. 

TO A PUPIL ON ENTERING THE SCHOOL. 

It is taken for granted, that your special object in be- 
coming a member of this school is, to obtain such benefits 
as it may be able to aiford, for the improvement of the 
mind, that you may be more useful ; — for the cultivation 
of your manners, that you may be better able to render 
yourself agreeable to those around you ; — for the cultiva- 
tion of your moral feelings, that your oion personal happi- 
ness may be increased. 

While it is expected that the teachers will be faithful in 



320 APPENDIX. 



General Directions. 



imparting instruction, and in directing the general opera- 
tions of the school, in the most thorough and agreeable 
manner, certain duties no less important for the success of 
the school are to be faithfully and honestly performed on 
your part, as pupils. 

The following directions are given, that all may know, 
at the beginning, what their duties are, as pupils, and on 
what conditions they are permitted to enjoy the privileges 
of this school. 

GENERAL DIRECTIONS. 

I. Resolve, on being received as a member of this 
school, to comply cheerfully with all the requirements of 
the teachers ; and faithfully perform every duty assigned 
you. 

n. Always manifest and cultivate a hind and accommo- 
dating disposition towards schoolmates, — and respect to- 
wards teachers. 

III. At all times let the school-room be regarded as sa- 
cred to study and mental improvement. Never indulge in 
rudeness, childish trijling, loud and boisterous speaking, or 
anything that would be considered unbecoming in genteel 
company. 

IV. Resolve, to lend your influence, in every possible 
way, to improve the school, and elevcde its character. 

DEPORTMENT. 

Remark. — It is as much a part of your education to 
correct bad habits and obtain good ones, — to cultivate 
good manners, and learn to conduct with propriety on aU 
occasions, — as to be familiar with the studies pursued in 
school. Read carefully and remember the following par- 
ticulars. 



APPENDIX. 321 



Stillness. — Promptness. 



STILLNESS. 

1. On entering the school, pass as quietly as possible to 
your seat, taking care to close the door gently, and avoid 
making unnecessary noise with the feet in crossing the 
room. 

2. Take out books, slate, etc. from your desk with care, 
and lay them down in such a manner as not to be heard. 
Avoid making a rustling noise with papers, or noisily 
turning over leaves of books. Never let the marking of 
a pencil on your slate be heard. 

3. Be careful to keep the feet quiet while engaged in 
study ; or, if it be necessary to move them, do it without 
noise. 

4. In passing to and from recitations, observe whether 
you are moving quietly. Take special care if you wear 
tliick shoes or boots, or if they are made of squeaking 
leather. 

5. Avoid the awkward and annoying habit of making a 
noise-with the lips while studying. 

6. Scujffiivg, striking, pushing, or rudeness of any kind, 
must never be practised, in the least, under any circum- 
stances, within the school building. 

PROMPTNESS. 

1. Be punctually at School. — Be ready to regard every 
signal without delay, — to commence study, at once, when 
"study hours" begin, — to give immediate and undivifled 
attention, when a teacher addresses you, either individu- 
ally, Avith the class, or with the whole school. 

2. On appearing in the school-room after an absence 
from one or more exercises, your first duty will be to pre- 
sent a written excuse specifying the time and cause of the 
absence. 



322 APPENDIX. 



Neatness". — Scholarship. 



NEATNESS. 
Motto. — "A place for everything, — and everything in its place." 

Remark. — The habit of observing neatness and order 
should be cuUivated as a virtue. 

1. Let your shoes or boots be cleaned at the door-steps ; 
always use the mat, if wet, muddy, or dirty. 

2. Never suffer the floor under your desk, or the aisles 
around it, to be covered by papers, or anything else dropped 
on it. 

3. Avoid spitting on the floor; it is a vulgar, filthy 
habit. 

4. Marking or writing on the desks, walls, or any part 
of the building, or school premises, with pencil, chalk, or 
other articles, manifests a bad taste, or a vicious disposi- 
tion to deface and destroy property. None but a vicious, 
reckless, or thoughtless person will do it. 

5. Knives must never be used in cutting anything on a 
desk. 

6. Particular care should be observed to avoid spilling 
ink anywhere in the school building. 

7. Let your books, etc. be always arranged in a neat 
and convenient order in your desk and upon it. 

8. After using brooms, dust-brushes, etc., always return 
them to their places. 

9. Be ambitious to have every part of our school in so 
neat and orderly a condition, that visitors may be favor- 
ably impressed with this trait of our character. 

SCHOLARSHIP. 
MOTTO. — "Knowledge is power." 

Remark. — Three things should ever be sought for by 
the scholar in all his studies and recitations. They are 
the i7idex of scholarship. 



APPENDIX. 323 



Eecitations. — Miscellaneous. 



I. Aim at perfection. 
II. Recite promptly. 
III. Express your thoughts clearly and fully. 

1. Let the tone of voice be distinctly audible and per- 
fectly uttered. Let your words be chosen with care, so 
as to express your thoughts precisely. 

2. Determine to solve every difficult point in your lesson 
yourself, (if possible,) rather than receive assistance from 
another. 

3. Scholars are in no case to assist each other about 
their lessons, in study hours, except by permission, for 
very special reasons. 

RECITATIONS. 

1. A scholar must never stay from recitation, because 
he " has no lesson." If you have a good excuse, give it to 
your teacher, and go and hear the others recite. 

2. A scholar must never have anything in his hands 
during recitation, nor during study hours, except what 
strictly belongs to the exercise in which he is engaged. 

3. Do not rest satisfied with learning your lesson so as 
to '■'■guess you can say it"; be able to give a clear and 
full account of it when you recite. 

MISCELLANEOUS. 

1. All communications with the scholars are to he avoid- 
ed during the hours of study and recitation. This compre- 
hends whispering, — writing notes, or on the slate, — signs, 
etc. Every pupil should study as if there xoerc no one else 
in the room, with perfect silence. 

2. Ask questions about lessons of teachers to whom you 
recite ; as they are responsible for your improvement ; — 
otherwise one may be overburdened with business which 
properly belongs to another. 



324 APPENDIX. 

Eules for Teachers. 



3. No books are to be read in school hours, except such 
as belong to the studies and exercises of the school. 

4. No scholar should go off the school grounds during 
recess, except with permission. 

5. Never meddle with the desk or property of another 
scholar, without liberty. 

6. Caps, bonnets, and all outer garments must be placed 
on the hook assigned to each pupil, immediately on enter- 
ing school. 

7. Boys must never wear caps or hats in the school- 
room. 

8. Always he in your own place, and busy about your 
own duties. 

9. Finally. Bear constantly in mind how short may be 
the time allotted you to enjoy the privileges of school, and 
how important an influence they may exert on all youi 
future life. 



APPENDIX B. 

EULES FOR TEACHERS. 

The following Rules, with a few slight changes- and 
additions, are taken from the "Teacher and Parent": — 

1. From your earliest intercourse with your pupils, in- 
culcate the necessity of prompt, cheerful, and exact obe- 
dience. 

2. Unite firmness with gentleness ; and let your pupils 
clearly understand that you mean exactly what you say. 



APPENDIX. 325 

Rules for Teachers. 



3. Never promise anything, unless you are quite sure 
you can give, or do, what you promise. 

4. Never threaten a definite punishment for an antici- 
pated offence. 

5. Study the dispositions of your pupils, and adapt your 
modes of discipline to the same. 

6. Never be late at school. 

7. Be courteous in action and expression. 

8. Never tell a pupil to do anything, unless you are sure 
he knows how it is to be done ; — or show him how to do 
it, and then see that he does it. 

9. Always punish a pupil for wilful disohedience ; but 
never punish unduly, or in anger ; and in no case give a 
blow on the head. 

10. Never let your pupils see that they can vex you, or 
make you lose your self-command. 

11. If pupils are under the influence of an angry or pet- 
idant spirit, wait till they are calm, and then reason with 
them, on the impropriety of their conduct. 

12. Never yield anything to a pupil because he looks 
angry, or attempts to move you by tlireats and tears. Deal 
mercifully, but justly too. 

13. A little present punishment, when the occasion arises, 
is more effectual than the threatening of a greater punish- 
ment, should the fault be renewed. 

14. Never allow pupils to do, at one time, what you have 
forbidden, under the like circumstances, at another. 

15. Teach the young that the only sure and easy way to 
appear good is to he good. 

16. Never allow tale-bearing. 

17. If a pupil abuses your confidence, make him, for a 
time, feel the want of it. 

28 



326 APPENDIX. 



Questions for Self-Examination. 



18. Never allude to former errors, when real sorrow has 
been evinced for having committed them. 

19. Encourage, in every suitable way, a spirit of dili- 
gence, obedience, perseverance, kindness, forbearance, hon- 
esty, truthfulness, purity, and courteousness. 

20. Never speak in a scolding and fretful manner, but 
use tones of gentleness. Some teachers defeat their objects 
by using harsh and boisterous tones. 

21. Be consistent in your requirements and uniform in 
your laractice. 

22. Set a good example in all things. 

23. Constantly aim at thoroughness in teaching. 

24. Inculcate habits of neatness. 

25. In conduct be what you wish your pupils to become ; 
avoid what you wish them to avoid. 



APPENDIX C. 



QUESTIONS FOR SELF-EXAMINATION. 

The following ai'e some of the questions prepared for 
the teachers of Elementary Schools in Prussia. If all 
teachers would seriously examine themselves by the use 
of these questions, how much greater would be their in- 
terest and success ! 

1. In commencing the day, have I consecrated myself 
anew in prayer to my Creator ? 

2. Have I implored His blessing on the labors of the 



APPENDIX. 327 



Questions for the Teacher. 



day, especially seeking his favor for the children confided 
to my care ? 

3. Have I implored aid especially for such of my pupils 
as have the greatest need of assistance ? 

4. Have I commenced the day full of strength and con- 
fidence in God? 

5. Have I suflaciently reflected, before school hours, on 
what I have to do through the day; and have I suit^Jbly 
j)repared myself for my duties ? 

6. Are my cares and efforts extended equally to all my 
pupils, or do I manifest more interest in some than I do in 
others ? 

7. Has my attention been more particularly directed, 
and according to their need, to those among them who 
were weaker or more idle than the rest ? Or, consulting 
only my own taste, have I occupied myself more willingly 
with the most intelligent, and those most desirous of being 
instructed ? 

8. In what manner have I influenced the moral progress 
of my pupils ? 

9. With regard to that which is exterior, have I required 
order, quietness, suitable manners, cleanliness ? 

10. Have I been guilty of any negligence in these re- 
spects from idleness or inattention ? 

11. Have I not, from disgust, abandoned to their evil 
propensities some children who resisted all my efforts ? 

12. Have I not, without confessing it to myself, con- 
demned some among them as incorrigible ? 

13. And have I not thus neglected one of my most im- 
portant duties ; that of never despairing of the improve- 
ment of a single child confided to me ? 

1 4. When it has been necessary to censure, punish, or 
recall to duty by exhortation, have I done it with calmness, 



)28 APPENDIX. 



Questions for the Teacher. 



reflection, and in an impressive manner ? Or have I yield- 
ed to precipitancy, impatience, anger, and want of charity ? 
or, on the other hand, have I been too indulgent ? 

15. Am I in general jms^ with regard to my pupils ? 

IG. Have I not an ill-judged aversion to some, and pre- 
dilection for others ? 

17. Do I not yield in general to the influence and dis- 
position of the moment, and am I not thereby unequal, and 
capricious ; sometimes very kind, and sometimes causelessly 
in a bad humor, or even passionate and violent ? 

18. When it is necessary to reprove or punish, do I seek 
always to bear in mind the particular character of the pupil 
with whom I have to do, in order to guide myself accord- 
ingly in my reproof or punishment ? 

19. Do I always distinguish offences wdiich proceed from 
levity, indolence, or rooted habits, from those which are the 
result of evil dispositions ? 

20. Have I not sometimes unconsciously excited the de- 
sire of praise, and promoted vanity or selfishness ? 

21. Has there not been in my conduct, thoughtlessness, 
levity, harshness, and want of love, or even pleasure in in- 
flicting pain ? 

22. Have I sought to obtaua over the parents of my pu- 
pils the influence which I ought to endeavor to acquire, if I 
am faithful in my vocation ? 

23. Have 1, to-day, made any progress in knowledge 
and virtue ? 

24. Have I labored to improve myself in my vocation, 
even out of the hours in which are presented to me positive 
and regular occupation ? 



APPENDIX. 329 



Rules for Pupils. 



APPENDIX D. 
RULES FOR SCHOLARS. 

RULES TO BE DAILT REPEATED IN CONCERT BY THE 
CHILDREN IN A PRIMARY SCHOOL. 

1st. I must be silent when the bell rings. 

2d. I must always mind my teacher. 

3d. I must come to school every day. 

4th. I must never be tardy. 

5th. I must not be idle. 

Gth. I must not lie. 

7th. I must not steal. 

8th. I must not swear. 

9th. I must not be angry. 
10th. I must not strike nor hurt any one in anger. 
11th. I must be pleasant and kind to all. 
12th. I must forgive all who offend or injure me. 
13th. I must be clean in my clothes, my face, and my hands. 
14th. I must be decent in all my ways. 
15th. I must not destroy my books or my slates. 
16th. I must not injure any of the furniture of the school. 
1 7th. I must always try to do right. 
18th. I must remember these rules, and try to keep them. 

RULES RELATING TO PUPILS.* 

1. Every scholar on entering the school grounds shall 

* Taken from the published regulations of the public schools of 
Norwich, Conn. 

28* 



330 APl'liNDlX. 

Rules for Pupils. 



go directly to his school-room, or to such portions of the 
gi-ounds as are assigned for recreation ; and none may- 
loiter on the walks or steps, or in the halls or anterooms, 
for conversation or other purposes. And on leaving, they 
shall pass in a quiet and orderly manner directly from the 
school grounds and premises. 

2. Unexcused tardiness is regarded, and may be pun- 
ished, as a misdemeanor ; also leaving the grounds or 
school during school hours without permission. And no 
excuse or request, save in case of sickness or of s^ome 
sudden necessity, may be entertained by a teacher, unless 
made by the parent or guardian in person, or in writing, 
over his or her signature. 

3. No pupil is expected to be absent from school, except 
on account of sickness or some other urgent cause ; and an 
excuse from the parent or guardian of the pupil in person, 
or by writing over his or her signature, shall be required 
for all absences. And in all cases, the teacher may require 
an examination of the pupil in the lessons recited by his 
class during such absence. - In case of such irregularity in 
attendance as, in the judgment of the teacher, to incapaci- 
tate the pupil from advancing with his class, the teacher 
may transfer such pupil to the next lower class ; or the 
Board may, if necessary, order such pupil to a school of 
the next lower grade. 

4. No scholar is expected to appear at school with un- 
clean and slovenly person, or with garments indecently torn 
or soiled. Such pupil shall be sent to the wash-room for 
greater cleanliness, or may be ordered home for decent 
apparel ; and his conduct shall be reckoned as a misde- 
meanor. 

5. No disrespectful, profane, or obscene language shall 
be uttered in or about the grounds or rooms of any school- 



APPENDIX. 331 



Rules for Teachei's and Pupils. 



house. The use of such language shall be regarded as a 
misdemeanor of the highest kind, and shall be punishable 
by the teacher. All such cases may be referred to the 
Board, who may suspend such offender, or, in incorrigible 
cases, expel him from the school. And no scholar sus- 
pended or expelled, for this or any other cause, shall be 
admitted, during such sentence, into any school under the 
government of the society. 

6. Every pupil who shall, either accidentally or other- 
wise, injure any school property, whether pertaining to tha 
buildings, grounds, or apparatus, or deface or defile them 
by pictures, marks, writing, or otherwise, shall within one 
week, or as soon thereafter as the nature of the case 
admits, make good all such injury or defacement, or be 
suspended from the school till jDcrmission to return be 
given by the Board. And any Avilful injury or deface- 
ment shall be punishable as a misdemeanor ; and such 
offender is liable to the action of the civil law. 



APPENDIX E. 

RULES AND REGULATIONS APPLYING TO 
TEACHERS AND PUPILS. 

OPENING OP SCHOOL. 

1. It shall be the duty of the teachers to be present at 
their respective school-rooms fifteen minutes previously to 



332 



APPENDIX. 



Rules for Teachers and Pupils. 



the time for ojjening the school, punctually to observe the 
school hours, and faithfully to devote themselves to the 
public service. 

MORNING EXERCISES. 

2. The morning exercises of all the schools shall com- 
mence with the reading of the Scriptures ; and it is recom- 
mended that the reading be followed with prayer by the 
teacher. 



MORALS AND MANNERS. 

3. The teachers shall use every suitable influence to 
lead their pupils to the formation of correct moral habits, 
and shall inculcate the importance of good manners. 

DISCIPLINE. 

4. The teachers shall practise such discipline in their 
schools as would be exercised by a kind, judicious parent 
in his family, and shall avoid corporeal punishment in all 
cases where good order and obedience can be maintained 
without it. 

5. Pupils are expected to render prompt and cheerful 
obedience to the requirements of their teachers, to conduct 
towards them with becoming propriety, and to observe a 
kind and courteous demeanor towards each other. And 
when a pupil shall be guilty of grossly immoral conduct, or 
if, after due admonition and effort to reform him, he shall 
persist in conduct which interrupts the order and progress 
of the school, he shall at the discretion of the visiting com- 
mittee be expelled. 

6. The teachers shall exercise a special supervision over 
the conduct of their pupils, while in school, or whenever 
they come within the school buildings or grounds, and, as 



APPENDIX. 333 



Rules for Teachers and Pupils. 



far as practicable, while coming to, and returning from 
school. 

VENTILATION, HEALTH, ETC. 

7. The teachers shall carefully preserve neatness in the 
school-rooms, by having them properly swept and cleaned ; 
and they shall also give vigilant attention to the ventilation 
and temperature of their rooms. 

INJURIES TO SCHOOL BUILDINGS. 

8. The teachers shall prescribe such rules for the use 
of the yards and out-buildings connected with the school- 
houses, as shall insure their being kept in a neat and 
proper condition ; and in case any pupil shall wilfully 
deface, defile, or otherwise injure the school buildings, 
trees, or other property, he may be suspended from school 
by the district committee. 

ATTENDANCE AT SCHOOL. 

9. As regularity and punctuality of attendance are indis- 
pensable to the success of a school, it is important to main- 
tain the principle that necessity alone can justify absence ; 
and sickness, domestic affliction, and necessary absence from 
town, are regarded as the only rightful causes of non- 
attendance. In every instance of absence, the teacher 
shall be authorized to require a written excuse from the 
parents or guardians of the pupil. 

TARDINESS. 

10. Tardiness shall be accounted a misdemeanor, and be 
treated as such, except when it is excused by a written 
statement from the parents or guardian. 



334 APPENDIX. 



Books for Teachers. 



IRREGULARITY. 

11. The pupil cannot appreciate too highly the impor- 
tance of continuing in school until the term has closed ; the 
pi'actice of leaving the school near the close of the term is 
exceedingly injurious, both to those who leave and those 
who remain. It is earnestly desired of parents and guar- 
dians, that they use their influence efiectually to do away 
with this evil, and all the evils of iiTCgular attendance. 



APPENDIX F. 



BOOKS FOR TEACHERS. 

Evert teacher, who would hope to become truly useful 
and eminent in his profession, should cultivate a habit of 
reading. Remembering that "knowledge is power," he 
should be constantly learning. There are but few works 
of a strictly professional nature. These we shall enumer- 
ate first, and then give a list of books which will be found 
extremely valuable as books of reference. While we do 
not attempt to give the titles of all the good books now 
before the public, we do intend to name only such as we 
know to be valuable. 

Theory and Practice of Teaching. By David P. Page, 
M. A., late Principal of the New York State Normal School. 

The History of Education in Europe and America, 
collected from the most reliable Sources, with an Introduc- 
tion, by Henry Barnard, LL. D. A work of great worth. 



APPENDIX. 335 



Books for Teachers. 



Popular Education-. By Ira Mayhew, late Superintendent 

of Schools, ]VIiclaigan. 12mo. pp. 467. 
American Education, — its Principles and Elements. By 

Edward D. Mansfield. 
American Institutions, and their Influence. By Alexis de 

Tocqueville. 
School Amusements ; or, How to make the School Interest- 
ing. By N. W. Taylor Root. 
Davies's Logic of Mathematics. The Logic and Utility 
of Mathematics, with the best ]\Iethods of Instruction, Ex- 
plained and Illustrated. By Charles Davies, LL. D. 
The seven volumes named above are published by A. S. 
Barnes and Burr, New York, under the title of " School Teach- 
ers' Library." We will only say, that any teacher will find 
the volume first named worth far more to him than the cost of 
the entire set. 

My School and Schoolmasters; or. The Story of my Ed- 
ucation. By Hugh Miller. Boston : Gould and Lincoln. 
1 vol. 12mo. pp. 551. 

This is the autobiography of a very remarkable self-educated 
man. _ It is an excellent illustration of the acquisition of knowl- 
edge and character under difficulties. 

The School and the Schoolmaster. In Two Parts. Part 
I. by Alonzo Potter, D. D. Part H. by George B. Emer- 
son, A. M. 12mo. pp. 552. 
The Teacher. Moral Influences employed in the Instruction 
and Government of the Young. By Jacob Abbott. 1 2mo. 
pp. 352. 

The two volumes last named are published by Harper and 
Brothers, New York, and are worthy a place In every library. 
The Fireside ; or, Hints on Home Education. Boston : 

Crosby, Nichols, & Co. IGmo. pp. 325. 

This volume abounds in valuable hints. It should be read 
by every teacher and parent. 

The Life and Correspondence of Thomas Arnold D.D., 



336 APPENDIX. 

Eeference Books. 



late Head-Master of Rugby School. By A. P. Stanley, A.M. 
London and New York. 8vo. pp. 490. 

Locke Amsden ; or, The Schoolmaster. By D. P. Thompson. 
Boston : Bazin and Ellsworth. 12mo. pp. 231. 

Teaching a Science ; the Teacher an Ai-tist. By Rev. 
Baynard R. HaU, A. M. New York : Charles Scribner. 
12mo. pp. 305. 

The District School as it was. By Warren Burton. Bos- 
ton : Phillips, Sampson, & Co. 

The Teachers' Institute ; or, Familiar Hints to Young 
Teachers. By William B. Fowle. 12mo. pp.258. 

The Teacher Taught ; or. The Principles and Modes of 
Teaching. By Emerson Davis, D. D. 12mo. pp.79. 

The Teachers' Manual. By Thomas H. Palmer. Boston : 
Ticknor and Fields. 12mo. pp. 263. 

Lectures on School-Keeping. By S. R. Hall. Boston : 
J. P. Jewett & Co. 

Lectures ON Education. By Horace Mann. 12mo. pp.338. 

Confessions of a Schoolmaster. By William A. Alcott, 
M. D. New York : Ivison and Phinney. 12mo. pp. 316. 

Normal Schools, and other Institutions, Agencies, and Means 
designed for the Professional Education of Teachers. By 
Henry Barnard, LL. D. Hartford : Case, Lockwood, & Co. 
Svo. pp. 435. 

National Education in Europe : being an Account of 
the Organization, Administration, Instruction, and Statistics 
of Public Schools of different Grades in the different States. 
By Henry Barnard, LL. D. 12mo. pp. 878. 
These two volumes by Dr. Barnard contain a vast amount of 

valuable information. 

Educational Biography ; or, Memoirs of Teachers, Educa- 
tors, and Promoters and Benefactors of Education, Litera- 
ture, and Science. By Henry Barnard, LL. D. Vol. I. 
New York: F. C. Brownell. 12mo. pp.524. 
This work promises to be one of rare merit and value, and 

well deserves a place in every teacher's library. 



APPENDIX. 337 

Reference Books. 



School Architecture. By Henry Barnard, LL. D. With 
many Illustrations. New York : A. S. Barnes and Burr. 
Large 8vo. 
Pennsylvania School Architecture. A Manual of Di- 
rections and Plans for Grading, Locating, Constructing, Heat- 
ing, Ventilating, and Furnishing Common School-houses. By 
Thomas H. Burrowes. 8vo. pp. 276. 
Country School-houses : containing Elevations, Plans, and 
Specifications, with Estimates, Directions to Builders, Sug- 
gestions as to School Grounds, Furniture, Apparatus, &c., 
and a Treiatise on School-house Architecture. By James 
Johonnot. New York : Ivison and Phinney. 
The three volumes last named contain a vast amount of in- 
formation on very important subjects. They should be in every 
school-teacher's library. 

Mental Philosophy : including the Intellect, Sensibilities, 
and Will. By Joseph Haven, late Professor of Intellectual 
and Moral Philosophy in Amherst College. Boston : Gould 
and Lincoln. 12mo. pp. 58. 
The English Poets. With Critical Notes. By Rev. J. R. 
Boyd. New York : A. S. Barnes and Burr. 
This series of five volumes includes Milton, Young, Thom- 
son, Cowper, and Pollok, — each made interesting and intelli- 
gible by judiciously arranged explanatory notes. 
Webster's Dictionary, Unabridged. This work, pub- 
lished by G. and C. Merriam, Springfield, Mass., should be 
in every library. No teacher can afford to be without it. 
It contains an inexhaustible fund of information. 
Worcester's Dictionary', Unabridged. This work, pub- 
lished by Hlckhng, Swan, and Brewer, of Boston, avIII deserve 
a place in every library. 
Lippincott's Pronouncing Gazetteer. A complete Pro- 
nouncing Gazetteer or Geographical Dictionary of the World. 
Philadelphia : J. B. Lippincott & Co. 12mo. pp. 2182. 
This is unsurpassed, and indeed has n6 rival in the depart- 
ment of which it treats. 



338 ArPENDix. 



Keference Books. 



Appleton's Cyclopaedia of BiOGUAPnY, Foreign and Amer- 
ican, embracing a Series of Original Memoirs of the most 
Distinguished Persons of all Times. With 600 Engravin<Ts. 
One large 8vo. A truly excellent and useful volume. 
A BiOGPvAPHiCAL Dictionary : comprising a Summary Ac- 
count of the Lives of the most Distinguished Persons of all 
Ages, Nations, and Professions. By John L. Blake, D. D. 
Philadelphia : H. Cowperthwait & Co. 8vo. pp. 1366, 
Appleton's New American Cyclopaedia : a Popular Kc- 
tionary of General Knowledge. Edited by George Ripley 
and Charles A. Dana. New York : D. Appleton & Co. 
This work Is to be in fifteen volumes, large octavo. Six vol- 
umes have already been published, and from these we feel 
warranted in saying that the work is eminently worthy of public 
patronage. It will constitute a library of itself, — containing a 
vast amount of Information on subjects in general and of promi- 
nent Individuals. As a work of reference It will prove Invaluable. 
Thesaurus of English Words and Phrases : so arranged 
and classified as to facilitate the Expression of Ideas and 
assist in Literary Composition. By Peter Mark Roget. Re- 
vised and edited, with a List of Foreign Words defined in 
English, and other Additions, by Barnas Sears, D. D., Presi- 
dent of Brown University. Boston : Gould and Lincoln. 
12mo. pp. 510. 
Crabb's English Synonymes Explained. With copious 
Illustrations and Explanations, drawn from the best Writers. 
New York : Harper and Brothers. 8vo. pp. 535. 
On the Study of Words. By Richard Chenevix Trench, 
B. D., Professor of Divinity, King's College, London. New 
l^'ork : Redfield. 12mo. pp. 231. 
Chambers's Cyclopaedia of English Literature. Bos- 
ton : Gould and Lincoln. 2 vols. 8vo. pp. 2400, and more 
than 300 elegant illustrations. 

A selection of the choicest productions of English authors, 
from the earliest to the present time. A most valuable work. 
CYCLOPJiDiA of American Literature : embracing Per- 



ArrENDix. 339 

Uefereuce Books. 



sonal and Critical Notices of Authors, and Selections from 
their Writings. From the earliest Period to the present Day. 
With Portraits, Autographs, and other Illustrations. By Evert 
A. Duyckinck and George L. Duyckinck. New York : Charles 
Scribner. 2 vols. Royal 8vo. pp. 1500. 

The Encyclopedia op all Nations : comprising a com- 
plete Physical, Statistical, Civil, and Political Description of 
the World ; exhibiting its various Rivers, Mountains, Lakes, 
Plains, &c. ; the Natural History of each Country, Beasts, 
Birds, Fishes, Shells, Minerals, Insects, Plants, &c. ; and the 
Productive Industry, Commerce, Political Institutions of all 
the Empires, liingdoms, and Republics of the Globe ; includ- 
ing the late Discoveries of Drs. Barth, Kane, and Livingstone. 
Also a General View of Astronomy. By Hugh Murray, 
F. R. S. E., assisted by Professors Jameson, Wallace, Swain- 
son, and Hooker. Edited by Elbridge Smith, A. M., Principal 
of the Norwich Free Academy. The whole embellished with 
INIaM, Charts, and over 1,100 Engi-avings. Norwich : Henry 
Bill. 2 vols. pp. 1670. Very valuable. 

The Grammar of English Grammars. By Goold Brown. 
New York : W. and S. Wood. Large 8vo. pp. 1028. 
This volume should be in the hands of every teacher. It is 

emphatically the Grammar of Grammars. 

History and Chronology. The World's Progress. With 

Chart. 12mo. pp. 716. 
General Literature and the Fine Arts. By George 

Ripley and Bayard Taylor. 12mo. pp. 647. 
The Useful Arts. By Dr. Antisell. 12mo. pp. 690. 
Universal Biography. By Parke Godwin. 12mo. pp.821. 
Universal Geography : a Comprehensive Gazetteer of the 

World. 12mo. 
Science : including Natural History, Botany, Geology, IVIin- 

eralogy, &c. By Samuel St. John. 

These six volumes, published by S. A. RoUo & Co., New 
York, are intended to comprise a comprehensive view of the 
whole circle of human knowledge ; in other words, to form a 



340 APPENDIX. 



Kefcrcnce Books. 



General Cyclopasdia in a portable shape, for popular reference, 

for family libraries, for teachers, for school libraries, and for the 

general reader. 

Outlines of Universal History, from the Creation of the 
World to the Present Time. By George Weber. Boston : 
Ilickling, Swan, and Brewer. 1 vol. Royal 8vo. pp. 559. 
In this work we find the principles of historical perspective 

applied to the annals of the world with wonderful success. 

Though a vast multitude of objects are introduced to the reader, 

there is not the least indistinctness or confusion. 

Mathematical Dictionary ; and Cyclopaedia of Mathemat- 
ical Science. Comprising Definitions of all the Terms em- 
ployed in Mathematics, — an Analysis of each Branch, and of 
the Whole, as forming a single Science. By Charles Davies 
and William G. Peck. New York : A. S. Barnes and Burr. 
1 vol. 8vo. pp. 592. 

Elements of Criticism. By Henry Home, of Kames, one 
of the Lords Commissioners of Justiciary in Scotland, i^^dited 
by Rev. James R. Boyd. New York : A. S. Barnes and Burr. 
12mo. pp. 486. 

Bouvier's Familiar Astronomy : illustrated by Celestial 
Maps and upwards of Two Hundred finely executed En- 
gravings. To which are added, a Treatise on the Globes, and 
a Comprehensive Astronomical Dictionary. Philadelphia : 
Childs and Peterson. 8vo. pp. 499. 

Familiar Science ; or. The Scientific Explanation of the 
Principles of Natural and Physical Science, and their prac- 
tical and familiar Applications to the Emplo}Tnents and 
Necessities of Common Life. Illustrated by nearly Two 
Hundred Engravings. By David A. AVeUs, A. M. Philadel- 
phia : Childs and Peterson. 8vo. pp. 566. 

Maury's Geography of the Sea. This excellent work is 
published by Harper and Brothers, New York. It is well 
illustrated with wood-cuts and charts. 

The Earth and Man : Lectures on Comparative Physical 
Geography, in its Relation to the History of Mankind. By 
Arnold Guyot. Boston: Gould and Lincoln. 12mo. pp.334. 



APPENDIX. 341 



Books for School Libraries. 



The Hand-Book of Household Science. A Popular Ac- 
count of Heat, Light, Air, Aliment, and Cleansing, in their 
Scientific Principles and Domestic Applications. By Edward 
L. Youmans. New York : D. Appleton & Co. 12mo. pp.470. 
The Chemistry of Common Life. By James F. Johnston. 
Illustrated with numerous Wood Engravings. New York : 
D. Appleton & Co. 2 vols. 12mo. 
Treatise on English Punctuation. Designed for Letter- 
Writers, Authors, Printers, Correctors of the Press, and for 
School Use. With an Appendix, containing Rules on the 
Use of Capitals, a List of Abbreviations, Hints on Preparing 
Copy and on Proof-Reading, Specimen of Proof-Sheets, &c. 
By John Wilson. Boston : Crosby, Nichols, & Co. 16mo. 
This is unquestionably the best work of its kind now before 
the pubhc. Every teacher should own it. 

Fowler and Wells, New York, publish some very good books. 
" How to Write," " How to Talk," etc. will be found exceeding- 
ly useful to all classes. 



APPENDIX G. 

BOOKS FOR SCHOOL LIBRAEIES. 

Many school libraries have been established within the 
last ten years. The usefulness of these will depend greatly 
upon the character of the books selected to furnish them. 
The press is teeming with books for the young, but many 
of the volumes issued are entirely unsuitable, and their 
circulation will do harm and not good. The following 
we commend as interesting and instructive books for school 
or family libraries. 

29* 



342 APPENDIX. 



Books for School Libraries. 



RoLLO's Travels. By Jacob Abbott. Rollo on the Atlantic ; 
Rollo in Switzerland ; Rollo on the Rhine ; Rollo in London ; 
RoUo in Paris; Rollo in Geneva, etc. 10 vols. Boston: 
Brown, Taggard, & Chase. 
These are beautiful IGmo vols., each containing about 225 

pages, and full of instruction pleasantly expressed. They will be 

read with pleasure and profit by adults as well as by children. 

Seedtime and Harvest. Tales from the German of Rosalie 
Koch and Maria Burg. By Trauermantel. With six colored 
Rlustrations. 1 vol. 16mo. 

Well Begun is Half Done ; and, The Young Artist. 
Tales translated from the German. By Trauermantel. With 
six fine Illusti'ations, printed in oil colors. 16mo. 

A Will, and a Way. Tales from the German of T. Michel 
and Aug. Moritz. By Trauermantel. With six colored Illus- 
trations. 1 vol. 16mo. 

The Age of Chivalry. Or, King Arthur and his Knights 
of the Round Table. By the Author of " The Age of Fable." 
Illustrated with Engravings. 12mo. 

The Life of Washington, for Children. By E. Cecil. 
Rlustrated with Engravings. 16mo. 

Nannie's Jewel-Case ; or. True Stones and False. 
Tales translated from the German. By Trauermantel. With 
six fine Illustrations, printed in oil colors. 16mo. 

The Boy of Mount Rhigi. By Miss C. M. Sedgwick, 
author of " Home," " Live and Let Live." 16mo. 

The Juvenile Library. By IVIrs. Tuthill, Mary Howitt, 
and others. In sets of 14 volumes, uniform in size and style, 
embellished with engravings. Put up in neat boxes. 18mo. 
The titles are : — I will be a Lady ; I will be a Gentleman ; 
A Strike for Freedom ; The Boarding-School Girl ; Onward, 
Right Onward ; Anything for Sport ; Happy Days ; Child- 
hood of JNIary Leeson ; Ellen Stanley ; The Boy of Spirit ; 
When are we Happiest ? Hurrah for New England ; Keep- 
er's Travels ; The People of Bleabum. 
The twenty-one volumes last named are very neatly pub- 



APPENDIX. 343 



Books for School Libraries. 



lislied by Crosby, Nichols, & Co. of Boston. They are at once 

attractive and instructive. 

I{^'0\VLEDGE IS Power. A Yiew of the Productive Forces of 
Modern Society and the Results of Labor, Capital, and Skill. 
By Charles Knight. Boston : Gould and Lincoln. 1 vol. 
12mo. pp. 502. 

Fkanconia Stories. By Jacob Abbott. New York : Har- 
per & Brothers. 10 vols. 16 mo. Comprising Malleville, 
Mary Bell, Ellen Linn, Wallace, Beechnut, Stuyvesant, 
Agnes, Mary Erskine, Rodolphus, and Caroline. 
These are highly interesting stories, each complete in itself, 

— and imparting intellectual and moral instruction in a manner 

charming to the young. 

Illustrated Histories. By Jacob Abbott. New York : 
Harper & Brothers. Comprising 22 vols. 16mo, written in 
an attractive and interesting style, embracing biographies of 
the following persons : Cyrus the Great, Darius the Great, 
Xerxes, Alexander the Great, Komulus, Hannibal, Pyrrhus, 
Julius Caesar, Cleopatra, Nero, Hernando Cortes, Alfred the 
Great, William the Conqueror, Mary Queen of Scots, Queen 
Elizabeth, Charles I., Charles H., Josephine, Marie Antoi- 
nette, Madame Roland, Henry IV., Chi'istopher Columbus. 
These volumes may be had separately if desired. 

Marco Paul's Travels and Voyages, in the Pursuit of 
Knowledge. By Jacob Abbott. New York : Harper & 
Brothers. 6 vols. 16mo, each containing about 200 pages ; 
being Marco Paul in New York, on the Ei-ie Canal, in the 
Forests of Maine, in Vermont, in Boston, and at the Spring- 
field Armory. 
These volumes are at once amusing and instructive. They 

represent Marco Paul as a lad, travelling in the places named, 

under the guidance of a competent instructor, who, in an enter- 
taining manner, imparts all desired information. 

The Aimwell Stories. Boston : Gould & Lincoln. This 
series is admirably adapted to amuse and instruct the young. 
Tliere are 6 vols. IGmo. Being, — 



344 APPENDIX. 

Books for School Libraries. 

I. Oscar ; or, The Boy who had his own Way. 
n. Clinton ; a Book for Boys. 

III. Ella ; or, Turning over a New Leaf. 

IV. Whistler ; or, the Manly Boy. 
V. Marcus ; or. The Boy-tamer. 

VI. Jessie ; or, Trying to be Somebody. 

The Poor Boy and The Merchant Prince ; or Elements 
of Success, drawn from the Life and Character of the late 
Amos Lawrence. By William M. Thayer. Boston : Gould 
and Lincoln. 16mo. pp. 349. An excellent volume. 

Cowdery's Moral Lessons. Philadelphia : Cowperthwalt 
& Co. A book worthy of a place in every school and family. 

The Cottage Library. 10 vols. This juvenile- series was 
prepared by S. G. Goodrich, — widely known as Peter Pai*- 
ley. They are published in New York by Sheldon & Co., 
and are good books. 

Autobiography of Benjamin Franklin : with a Narra- 
tive of his Public Services. By H. Hastings Weld. New 
York : Harper & Brothers. 8vo. pp. 549. This is a very 
interesting book. 

Merrie England. By Grace Greenwood. 

The Desert Home ; or. Adventures of a Lost Family in the 
Wilderness. With 12 Blustrations. 

The Boy-Hunters ; or. Adventures in Search of a White 
Buffalo. With 12 Illustrations. 

The Young Voyageurs ; or, The Boy-Hunters in the North. 
With 12 Illustrations. 

The Busu-Boys ; or, The History and Adventures of a Cape 
Farmer and his Family, in the Wild Karoos of Southern 
Africa. With 12 Illustrations. 

Tanglewood Tales for Girls and Boys. Being a Second 
Wonder-Book. By Nathaniel Hawthorne. With fine Plates. 

A WoNDER-BooK FOR GiRLS AND BoYS. By Nathaniel 
Hawthorne. A Series of Six Stories, illustrative of Classical 
Mythology. Embellished with many beautiful Plates. 

True Stories from History and Biography. By Na- 



APPENDIX. 345 



Books for School Libraries. 



thaniel Hawthorne. Comprising the whole History of Grand- 
fiither's Chair, and Biographical Stories of Benjamin West, 
Sir Isaac Newton, Samuel Johnson, Oliver Cromwell, Benja- 
min Franklin, and Queen Christina. With Illustrations. 
The eight volumes last named are pubUshed by Ticknor & 

Fields, Boston, who also pubhsh many other valuable works 

for libraries. 

Dehsser and Proctor of New York publish a very attractive 
series of books under the title of " The Household Library." 
The following are the titles : — 

I. The Life and Martyrdom of Joan of Arc. By 
Mehelet. 
IL The Life of Robert Burns. By Carlyle. 
IIL Life, Teachings, and Death of Socrates. By 

Grote. 
IV. Life of Columbus. By Lamartine. 
V. Life of Frederick the Great. By Macaulay. 
VI. Life of Peter the Great. 
VH. Life of Mahomet. By Gibbon, with Notes. 
Vni. Life of Torquato Tasso. 
IX^ Life OF Oliver Cromwell. 
X. Life of Luther. By Chev. Bunsen. 
XI. Dr. Franklin's Autobiography. 
Sparks's Life of WASHUsfCTON, and Sparks's Life of 

Franklin, are good books for school libraries. 
Arctic Explorations. The Second Grinnell Expedition in 
Search of Sir John FrankHn, 1853, '54, and '55. By Elisha. 
Kent Kane. Philadelphia : Childs & Peterson. 2 vols. 8vo. 
Tliis exceedingly interesting w^ork is copiously illustrated, 
containing upwards of three hundred engravings from sketches 
by the author. It should be in every library of our land, and 
will be read with great interest by all classes. 

Ship and Shore, in Madeu-a, Lisbon, and the Mediterranean. 

1 vol. 12mo. 
Land and Lee. In the Bosphorus and ^gean ; or. Views of 

Constantinople and Athens. 1 vol. 12mo. 



346 APPENDIX. 

Books for School Libraries. 

Deck axd Port ; or, Incidents of a Cruise in the U. States 
Frigate Congress, to California, with Sketches of Rio Janeu'O, 
Valjiaraiso, Lima, Honohilu, etc. 1 vol. 12mo. 

Three Years in California. Being an Authentic History 
of California from the Time it came under the United States 
Flag down to the Present Time. 1 vol. 12mo. 

The Sea and the Sailor. With Notes on France, Italy, &c. 
1 vol. 12mo. 

The five volumes last named were written by the late Rev. 
W. Colton, and they are at once interesting, instructive, and 
amusing. They are reliable works. Published by S. A. Rollo, 
New York. 

Harper's Story-Books. A series of Narratives, Dialogues, 
Biographies, and Tales, for the Instruction and Entertainment 
of the Young. By Jacob Abbott. 

There are some 1 2 or 1 5 volumes of these books already pub- 
lished, and they are full of instructive and entertaining reading. 
Published by Harper & Brothers, New York. 

E. O. LiBBEY & Co., of Boston, have in course of publica- 
tion a series of books for children, under the general title of 
" American Biography." Three volumes — " Captain John 
Smith," " Israel Putnam," and " Benedict Ai-nold " — have been 
published. They are well written and beautifully printed, and 
uiust be favorite books with the young. 

From Poorhouse to Pulpit ; or. The Triumphs of the late 

Dr. John Kitto, from Boyhood to Manhood. By William M. 

Thayer. Boston: E. O. Libbey & Co. 16mo. jip. 349. 

Phillips, Sampson, & Co., Boston, publish a set of the Rollo 

Books, 14 vols., which are excellent for school libraries. The 

same firm publish many valuable books for libraries. Among 

them may be named Hume's and Macaulay's Histories of Eng- 

l;ind ; Prescott's Histories ; British Essayists, etc. 



APPENDIX. 347 



Eiiles and Regulations. 



APPENDIX H. 

RULES AND REGULATIONS FOR SCHOOL 
LIBRARIES. 

The following rules and regulations have been adopted 
for many of the school libraries of Connecticut. If they 
are not just what may be desu-ed, they may prove valuable 
in a suggestive point. 

" I. The district committee, clerk, and treasurer, shall 
constitute a Board of Trustees, who shall have a general 
charge of the Library, appoint a suitable person to act as 
Librarian, and said Trustees shall, at the annual meeting, 
make a report to the district respecting the number of vol- 
umes and condition of the Library. 

"n. 1. The Librarian shall be responsible to the Trus- 
tees -for all matters connected with the Library, and upon 
accepting the office, he shall give to the Trustees a receipt, 
containing the names of all the volumes, and stating the 
condition of the same, — and upon surrendering his trust, 
he shall give unto them a satisfactory account of the vol- 
umes intrusted to him. If new books are added after 
he enters upon his duties, he shall give to said Trustees 
an additional receipt, containing the names and condition 
of the same. For his services, the Librarian shall re- 
ceive such compensation as the Trustees may decide to be 
sufficient. 

" 2. The Librarian shall keep a book in which he shall 
record the names of those entitled to receive books, and 
the number of each book delivered, the time of its delivery. 



348 APPENDIX. 

Rules and Regulations. 

ami to whom delivered. He shall also keep a fair cata- 
logue for the use of those who desire to select books. 

" III. The Libraiy shall be kept in such place as the 
Trustees may direct, and at the expense of the district. 

" IV. Each book shall be well covered, distinctly num- 
bered, and contain the name or number of the district to 
which it belongs, and no number shall be changed. 

" V. Books may be drawn by the inhabitants of the dis- 
trict, subject to the rules and regulations hereafter named. 
Minors may draw in their own names, but on the resjxjnsi- 
bility of theuv parents or guardians. If the number of ap- 
plicants for books shall, at any time, exceed the number of 
volumes ready for delivery, only one volume shall be 
allowed to a family. 

" 1. Only one volume shall be taken by one person at a 
time, and any one having drawn a book must return it 
before he can be allowed to draw another. 

" 2. Books may be drawn at such times as the Trustees 
may decide. 

" 3. No book shall be retained longer than two weeks 
at a time, — provided, however, if the same book is not 
wanted by any other person, it may be taken for an addi- 
tional two weeks.. 

"4. The drawer shall be subject to a fine of 10 cents 
per week for every octavo kept more than two weeks, and 
5 cents per week for every smaller work. 

" 5. If a volume is kept more than four weeks, the per- 
son so keeping it shall be notified of his delinquency by 
the Librarian, and if not returned within a week thereafter, 
it shall be considerad as lost, and the holder be fined ac- 
cordingly. 

" 6. If any volume shall be injured or destroyed, it shall 
be made good by the person in whose name it was drawn ; 



APPENDIX. 349 

Apparatus. 

and if it belongs to a series, the damage to the set shaK 
be paid. 

" 7. The Librarian shall have a set of these rules posted 
where they can be seen." 



APPENDIX I. 

APPARATUS, SCHOOL MOTTOES, RECORDS, 
ETC. • 

APPARATUS. 

So far as possible, every school should have a supply of 
apparatus designed for the illustration of certain principles, 
etc. The use of this will tend greatly to interest and in- 
struct pupils. The " Holbrook School Apparatus " is the 
^only set within our knowledge intended expressly for our 
common schools. It is certainly a very useful set, and can 
be had at a very moderate price. It consists of the fol- 
lowing articles : — 

Orrery. 

Tellurian. 

Geometrical solids. 

Terrestrial Globe. 

Numeral Frame. 

Magnet. 

Text-Book, or Teacher's Guide to Illustration. 

This apparatus may be obtained in New York of F. C. 
Brownell, Appleton's Building, and in Chicago of George 
Sherwood, 122 Lake Street, for about $20, and may be made 
exceedingly useful in the hands of an intelligent teacher. 
30 



350 APPENDIX. 

School Mottoes. 



SCHOOL MOTTOES. 

Short and appropriate mottoes learned by children wiU 
be remembered and felt during life. It is well for teachers 
to have them placed upon the school-room walls or upon 
the blackboard, and occasionally to make one the subject 
of conversation or remark. 

I will try. 

I will not be tardy. 

Always ready. 

Wlio does the best he can, does well. 

I will never be absent. 

Excelsior. Higher and higher ; but only step by step. 

" The pure in heart shall see God." 

An error confessed is half redressed. 

Speak the truth ; act the truth ; think the truth. 

If we would excel, we must labor. 

I can if I will. 

I must try to do right. 

Only the truly good are truly happy. 

I must never violate my conscience. 

Thou, God, seest me. 

Always speak the truth. 

Labor conquers all things. 

Dare to do right. 

Study first, — amusements afterwards. 

By perseverance we overcome difficulties. 

"We must try to be good and do good. 

Leai'ning is better than silver and gold. 

He liveth long who liveth well. 

"We must aim at thoroughness. 

Never put off till to-morrow what can and should be 
done to-day. 



APPENDIX. 351 



School Eecord^ 



I must obey my teacher. 

We should be kind to our schoolmates. 

" If smners entice thee, consent thou not." 

Better late than never, — but better still, never late. 

If we would have friends, we must be friendly. 

As we sow, so shall we reap. 

A tree is known by its fruits. 

We must not whisper in school. 

Be slow to promise, quick to perform. 

Do as you Avould be done by. 

Diligence will insure success. 

Evil communications corrupt good manners. 

To err is human ; to forgive, divine. 

" A good name is better than great riches." 

Fear God and keep his conmiandments. 



SCHOOL EECORDS. 

Every teacher should keep a careful record of the daily 
recitations and deportment of his pupils. It would, how- 
ever, be a very difficult matter to give a formula adapted to 
the wants of all schools. Each teacher must aim to have one 
prepared with reference to the peculiar circumstances and 
classification of his school. In giving the following formulas 
it is intended merely to give such as may be used in our 
common schools, — and these even are designed to be sug- 
gestive, and not as models. If an account of recitations 
and deportment is recorded but once daily, form No. 1 
will answer. In this case let each pupil be made respon- 
sible for his own report ; — that is, let each be required to 
give, when called upon, the number of failures in recita- 
tion, and the number of errors in deportment, that he has 



352 



APPENDIX. 



jmi of Kecord. 



made during the day. The teacher should also keep a 
private account, as a check against wrong reports from 
pupils. In form No. 1, the upper line denotes deport- 
ment, and the lower one recitations. At the close of each 
day, if a pupil has not failed in recitation, he will, when 
called upon, report " 10," — denoting that all his recita- 
tions have been correct. If he has failed once, he will 
report " 9," — twice, " 8," etc. " 10 " will also denote 
satisfactory deportment, — and every deduction from that 
will denote a degree of deviation. In form No. 2, a rec- 
ord of each recitation is made at the time (say four times 
daily),, and the deportment once daily, — the figure to the 
right of -\- indicating the deportment. In this 3 is the 
highest mark for each ; denotes an entire failure or de- 
fect, either in recitation or deportment; a blank denotes 
absence. It will prove very serviceable if an abstract 
from these records is sent to parents weekly or monthly. 



No. 1. 



Pupils' Names. 


Mon. 


Tues. 


Wedn. 


Thurs. 


Friday. 


Total. 




10 
9 


10 
10 


10 
10 


10 
9 


10 
10 


50 
48 




8 
9 


9 

8 


10 
10 


7 
9 


9 
10 


43 

46 


















7 
6 




5 

7 


6 
6 




18 
19 
















Ellen Stone 











































APPENDIX.* 

Manual Exercises. 



353 



No. 2. 



Pupils' Names. 


Monday, j Tuesday. Wednes. 1 Thursd. | Friday. Total. 


Frederic Churchill, 
Frank Jameson, 
George H. Clark, 
William Northend, 
Chas. W. Tenney, 
Amos Dilatory, 
Mary Stanley, 
Alice Tuck, 
Clara Nason, 
Ellen Bartlett, 


3,3,2,3+3 3,3,3,3+3 2,3,3,2+8 3,3,3,3+3 3,3,3,2+3 :56+15 


3,3,3,2+3 3,3,3,3+3 3,3,3,3+3 2,3,3,3+3 3,2,3,3+3 62+15 


2,3,2,2+2 2,2,3,3+3 3,1,2,3+2 2,2,1,3+2 2,1,3,2+2 


44+11 


1 








! 










i 

1 


1,2,1,2+1 2,1,1,2+2 


2,1+1 


1,2,2,2+2 


3,1,2,1+0 


29+ 6 


. i 








i 


1 








1 










i 


1 








I 



Note. — In the two forms given, it has been considered sufficient 
to fill only a few of the blanks, — enough to indicate the plan. 



MANUAL EXERCISES. 

It. will contribute much to the happiness of pupils in 
primary schools if they are required several times, daily, 
to go through with certain manual exercises in concert. 
Such exercises will also be pi-omotive of health. After a 
little careful practice, they will, with remarkable precision 
and readiness, assume the position as the teacher calls the 
number. Let perfect attention and promptness be required. 
Two sets of these exercises follow, and the teacher can 
add, change, or extend, as circumstances may render de- 
sii-able. 

Set No. 1. 

1. Sit erect. 

2. Fold arms. 

3. Extend right hand. 

30* *• 



354 APPENDIX. 



Manual Exercises. 



4. Extend left hand. 

5. Extend both hands m front. 

6. Clap three times. 

7. Place right hand on head. 

8. Place left hand on head. 

9. Raise both hands perpendicularly. 

10. Clap twice. 

1 1 . All rise, — without noise. 

12. All face the north. 

13. All face the east. 

14. All face the south. 

15. All face the west. 

16. All sit, quietly. 

17. All take slates (or books), without noise. 

Set No. 2. 

1. Hands clasped and resting on edge of the desk. 

2. Arms folded and sitting erect. 

3. Arms folded beliind. 

4. Ends of fingers resting on shoulder. 

5. Fingers meet on top of the head. 

6. Palms of the hands meet above the head, with one 

clap. 

7. Arms folded on the desk, head resting on them. 

8. Arms akimbo, hands on the hips, fingers towards each 

othei'. 

9. Right hand extending, left hand on the hip. 

10. Positions reversed. 

11. Both hands extended horizontally. 

12. From the 11th position, hands brought up perpen- 

dicularly, fingers shaking. 

13. Soft part of the ends of the fingers tapping on the 

desk, imitating the sound of rain. 



Arrrxuix. 355 

Subjects for Discussion. 

14. Hands twirling one over the other, then brought sud- 

denly to the desk with a noise. 

15. Right hand extended, left hand on breast. 

16. Positions reversed. 

17. Both hands crossed on breast. 

18. Arms extended forcibly and carried back. 

19. All rise. 

20. All sit. 

21. Assume a devotional posture, — hands on the face, 

and head bending upon the desk. 

22. Same as 1. 

SUBJECTS FOR DISCUSSION. 

If teachers would be truly successful, and keep alive a 
progressive spirit, they should hold occasional meetings of 
those employed in the same town, county, or State, for the 
discussion of topics of a common interest. Such meetings 
will prove highly beneficial to all concerned. The follow- 
ing "subjects, and others suggested by them, may be very 
profitably discussed : — 

1. The proper age for attending school. 

2. The studies and exercises adapted to primary schools. 

3. Requisites for success in a teacher of a primary 

school. 

4. Should the Bible be used as an ordinary reading-book 

in schools ? 

5. Ought the sexes to be educated together ? 

6. Should our Common Schools be free ? 

7. Should the Lancasterian system of teaching be en- 

couraged ? 

8. Some of the means for securing right discipline. 



356 APPENDIX. 



Subjects for Discussion. 



9. Is a resort to corporal punishment ever necessary ? 

10. If corporal punishment is inflicted, should it be done 

in the presence of the school ? 

11. Some of the means for true moral culture. 

12. Ought the subject of "manners" to receive the atten- 

tion of teachers ? 

13. Should youth be taught only those things which will 

be of practical use in life ? 

14. Ought Normal Schools to be supported by the State ? 

15. Some of the modes of teaching Reading ; Spelling ; 

Grammar ; Geography ; Arithmetic ; Composition ; 
Penmanship, etc. 

16. To what extent should teachers render assistance to 

their pupils ? 

17. "What influence and authority should a teacher aim to 

exercise out of school ? 

18. Should pupils be allowed to play in the school-room 

during intermission ? 

19. Has the teacher any duties relating to the school-house, 

yard, etc. 

20. The evils of absence, and means for preventing the 

same. 

21. The evils of tardiness, and means for preventing the 

same. 

22. Will the possession of knowledge merely make one a 

successful teacher? 

23. What are some of the requisites for success in teach- 

ing ? 

24. Some of the prominent causes of failure in teaching. 

25. The best course to pursue in organizing a school. 

26. Is it advisable to publish a special code of laws for the 

government of a school ? 

27. Should teachers keep a record of attendance, recita- 

tion, and depoi-tment ? 



APPENDIX. 357 



Subjects for Discussion. 



28. The duties of teachers to the parents of their pupils. 

29. The duties of parents to teachers. 

30. Object-lessons, — their importance and extent. 

31. To what extent should oral teaching be adopted ? 

32. Should pupils be required to give answers in the pi-e- 

cise language of the text-book ? 

33. *How many branches may a pupil profitably pursue 

at a time ? 

34. * Should pupils be required to study out of school 

hours .'' 

35. What use should be made of the Bible in school ? 

36. What should be the frequency and length of recesses ? 

37. What exercises and amusements are best adapted to 

recesses ? 

38. Are school prizes or rewards to be commended ? 

39. Some of the means of interesting and advancing dull 

pupils. 

40. Proper method of conducting recitations. 

41. What should be the frequency and length of vacations ? 

42. How should examinations be conducted ? 

43. Some of the means of professional improvement. 

44. The duties of a teacher to his profession. 

45. How shall parental interest and co-operation be se- 

cured ? 

46. Some of the advantages- of Teachers' Meetings and 

Teachers' Institutes. 

47. The relation of Common Schools to higher institutions. 

48. The true importance of primary schools. 

49. Tlie difficulties and trials incident to the teacher's vo- 

cation. 

50. The pleasures and rewards incident to the teacher's 

work. 

* The grade of school will modify this. 



858 APPENDIX. 



Subjects for Discussion. 



51. The rights of pupils. 

52. Truancy, — its causes and cure. 

53. The duties a teacher.owes to the community. 

54. The true relation of teachers and committees. 

55. Should pupils be required to report their own accounts 

of deportment and recitations ? 

56. School exhibitions, — how to be conducted, and of 

what good. 

57. The true aim of the teacher. 

58. Which is the more important, — to keep youth from 

temptation to wrong-doing, or to teach them to with- 
stand temptation when exposed ? 

59. The true relation of teachers and school committees. 

60. Under what cii'cumstances should pupils be expelled 

from school ? 

61. "What should be the true object of all disciplinary 

measures ? 



THK END, 



-."•'It 



/ 



/ 



LIBRARY OF CONGRESS 



021 720 707 1 




